Maryland Math 4.NOS.D.9.a
The Standard
- 4.NOS.D.9
- Understand and generate equivalent fractions.
Identify and generate equivalent fractions using representations and the Identity Property of Multiplication.
Maryland College and Career Ready Standards for Mathematics (2025) · EXTEND UNDERSTANDING OF FRACTION EQUIVALENCE AND ORDERING.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use fraction strips, shaded bars, or number lines to find fractions that name the same amount. They make equivalent fractions by multiplying the numerator and denominator by the same number, which is the same as multiplying by 1.
What Mastery Looks Like
- A student draws thirds and sixths to show that 2/3 equals 4/6. They explain that multiplying 2/3 by 2/2 does not change its value because 2/2 equals 1.
Common Misconceptions
- Students may multiply the numerator but leave the denominator alone. Some add the same number to the numerator and denominator instead of multiplying. Others think 2/4 and 1/2 differ because one picture has two shaded pieces and the other has one.
How to Assess It
- Exit ticket: Draw two same-size bars to show that 3/4 equals 6/8. Complete 3/4 × __/__ = 6/8 and explain why the multiplier equals 1.
Lesson moves
Ways to Teach It
Give pairs paper strips to fold into thirds and sixths, then have them shade and compare 1/3 and 2/6.
Ask students to sketch and explain why multiplying 3/5 by 2/2 keeps its value the same.
Play fraction match with cards showing 1/2, 2/4, and 3/6, then have students check each match using multiplication by 1.
Use a recipe calling for 1/2 cup of oats; have students show why two 1/4-cup scoops work.
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Printable 4.NOS.D.9.a Worksheet
A ready-to-print activity worksheet aligned to 4.NOS.D.9.a, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 7.NOS.A.2
Multiply and divide rational numbers using multiple strategies and representations.
- 3.NOS.F.13.a
Represent two fractions as equivalent if they are the same size, or they represent the same point on the number line.
- 4.NOS.D.9
Understand and generate equivalent fractions.
- 3.NOS.F.13.b
Identify and generate equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3.) and explain why the fractions are equivalent using concrete materials, drawings, numbe...
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