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)

Common Core State Standards:
Math.4.NF.1 or 4.NF.A.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.A.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 CareerReadiness 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.A.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.A.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.2.1.4.C.1

Extend the understanding of fractions to show equivalence and ordering. 
Pennsylvania Core Standards:
M04.AF.1.1.1

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. 
Arkansas Academic Standards:
4.NPV.8

Explain why a fraction a/b is equivalent to a fraction (n · a)/(n · b), using visual fraction models, generating equivalent fractions using the principle a/b = (n · a)/(n · b). Fractions include: denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100

