4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
About the Math
Understanding equivalent fractions is an important concept when comparing fractions, ordering fractions and adding and subtracting fractions. Equivalent fractions are fractions that represent equal value. They are numerals that name the same fractional number. When we say that fractions are equivalent there is an underlying assumption that the wholes are the same size. Students need to understand this concept. A focus question should be “Are the wholes the same size?” Fraction manipulatives should be used when first introducing the concept of equivalency. Students should explore using fraction strips or pattern blocks which fractions are equivalent before moving to a procedure to find equivalent fractions. Essential vocabulary for this standard includes equivalent and equivalent fractions
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
About the Math
Understanding equivalent fractions is an important concept when comparing fractions, ordering fractions and adding and subtracting fractions. Equivalent fractions are fractions that represent equal value. They are numerals that name the same fractional number. When we say that fractions are equivalent there is an underlying assumption that the wholes are the same size. Students need to understand this concept. A focus question should be “Are the wholes the same size?” Fraction manipulatives should be used when first introducing the concept of equivalency. Students should explore using fraction strips or pattern blocks which fractions are equivalent before moving to a procedure to find equivalent fractions. Essential vocabulary for this standard includes equivalent and equivalent fractions