• Number cards (1-4) for each group
• Whiteboard or chart with prepared questions
• Small whiteboards for each group
• Fraction visual models (circle pieces, number lines, etc.)
• Group answer recording sheet
• Random number generator or spinner
• Timer

Create 8-10 equivalent fraction problems of varying difficulty. Arrange students in heterogeneous groups of 4. Prepare number cards (1-4) for each group. Set up visuals and manipulatives for fraction work.

1. Introduce or review equivalent fractions with visual models.
2. Organize students into groups of 4 (adjust as needed for class size).
3. Assign each student a number (1-4) within their group:
4. Students should remember their number throughout the activity
5. Consider giving students number cards to wear or place on desk
4. Explain the process:
5. Teacher poses a question about equivalent fractions
6. Groups discuss and ensure EVERYONE knows the answer and can explain it
7. Teacher randomly calls a number (1-4)
8. Students with that number stand and one is selected to answer
9. All groups held accountable for the selected student's answer
5. First round example:
6. Display question: 'What fraction is equivalent to 2/4? Show two different ways to prove they're equivalent.'
7. Groups discuss for 2-3 minutes, using manipulatives if needed
8. Each group records their answer and solution methods
9. Teacher calls 'Number 3'
10. All number 3 students stand, and one is randomly selected to present
11. Other groups indicate agreement/disagreement with thumbs up/down
6. Continue with 5-7 more questions of increasing complexity:
7. Finding equivalent fractions using multiplication/division
8. Determining if two fractions are equivalent
9. Creating visual models showing equivalent fractions
10. Real-world applications involving equivalent fractions
7. Group processing: After several rounds, have groups discuss how well they ensured all members understood the content.

For struggling students, provide fraction models and reference sheets. Keep track of which numbers have been called to ensure all students participate. For advanced groups, include more complex problems involving equivalent fractions with variables or word problems requiring multiple steps.

Monitor group discussions to assess collaboration and explanation quality. Note which students struggle when their number is called. Use final problems as formative assessment of equivalent fraction understanding across the class.