13 4.NF.1 Math.4.NF.1 4.NF.1 4.NR.4.1 4.NF.1 4.NF.1 4.NF.1 4.NF.1 4.NF.1 4.NF.1 CC.2.4.C.1 M04.A-F.1.1 4.NR.1

Equivalent Fractions 4th Grade

Alabama Course of Study Standards: 13
Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size. Apply principles of fraction equivalence to recognize and generate equivalent fractions. Example: a/b is equivalent to a fraction (n × a)/(n × b)
Arkansas Academic Standards: 4.NF.1
By using visual fraction models, explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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 For example: 1/5 is equivalent to (2 × 1) / (2 × 5).
Common Core State Standards: Math.4.NF.1 or 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.
Georgia Standards of Excellence (GSE): 4.NR.4.1
Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.
Massachusetts Curriculum Frameworks: 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 numbers and sizes of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions, including fractions greater than 1.
Mississippi College- and Career-Readiness Standards: 4.NF.1
Recognizing that the value of “n” cannot be 0, 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.
North Carolina - Standard Course of Study: 4.NF.1
Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
New York State Next Generation Learning Standards: 4.NF.1
Explain why a fraction a/b is equivalent to a fraction a × n / b × n 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.
Tennessee Academic Standards: 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. For example, 3/4 = 3×2/4×2 = 6/8.
Wisconsin Academic Standards: 4.NF.1
Understand fraction equivalence. Explain why a fraction is equivalent to another fraction by using visual fraction models (e.g., tape diagrams and number lines), with attention to how the number and the size of the parts differ even though the two fractions themselves are the same size. Understand and use a general principle to recognize and generate equivalent fractions that name the same amount.
Pennsylvania Core Standards: CC.2.4.C.1
Extend the understanding of fractions to show equivalence and ordering.
Pennsylvania Core Standards: M04.A-F.1.1
Recognize and generate equivalent fractions.
Georgia Standards of Excellence (GSE): 4.NR.1
Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.

Equivalent fractions are equal and cover the
same area of wholes that are the same size.

First, model

\frac{1}{3}

using a grid.

\frac{1}{3}

Add a vertical line down the middle of the model so that it is divided into six equal parts, but the same area of the whole is shaded.


$\frac{1}{3}$

The second model is divided into six equal parts, and two parts are shaded. So, the second model shows

\frac{2}{6}

.
Since the model of

\frac{2}{6}

has the same area of the whole shaded as the model of

\frac{1}{3}

\frac{2}{6}

is equivalent to

\frac{1}{3}

Next, add two more vertical lines to the model so that it is divided into twelve equal parts, but the same area of the whole is shaded.


$\frac{1}{3}$		$\frac{2}{6}$

The third model is divided into twelve equal parts, and four parts are shaded. So, the third model shows

\frac{4}{12}

.
Since the model of

\frac{4}{12}

has the same area of the whole shaded as the models of

\frac{1}{3}

and

\frac{2}{6}

\frac{4}{12}

is equivalent to

\frac{2}{6}

and

\frac{1}{3}

Equivalent Fractions

Alabama Course of Study Standards: 13

Arkansas Academic Standards: 4.NF.1

Common Core State Standards: Math.4.NF.1 or 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.

Georgia Standards of Excellence (GSE): 4.NR.4.1

Massachusetts Curriculum Frameworks: 4.NF.1

Mississippi College- and Career-Readiness Standards: 4.NF.1

North Carolina - Standard Course of Study: 4.NF.1

Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

New York State Next Generation Learning Standards: 4.NF.1

Explain why a fraction a/b is equivalent to a fraction a × n / b × n 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.

Tennessee Academic Standards: 4.NF.1

Wisconsin Academic Standards: 4.NF.1

Pennsylvania Core Standards: CC.2.4.C.1

Extend the understanding of fractions to show equivalence and ordering.

Pennsylvania Core Standards: M04.A-F.1.1

Recognize and generate equivalent fractions.

Georgia Standards of Excellence (GSE): 4.NR.1

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