4.3.C
The Standard
determine if two given fractions are equivalent using a variety of methods
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students decide whether two fractions name the same amount. They use models, number lines, or multiplication patterns to justify each decision.
What Mastery Looks Like
- Students correctly decide whether a pair names the same amount. They support the decision with fraction strips, area models, number lines, or multiplication of both fraction parts.
Common Misconceptions
- Students may compare only the numerators or denominators. Some multiply one part of a fraction but forget to multiply the other part by the same number.
How to Assess It
- Exit ticket: Are 3/4 and 6/8 equal in value? Prove your answer with an area model and a multiplication equation.
Lesson moves
Ways to Teach It
Give students fraction strips and ask them to find three strips that cover the same length as one-half.
Ask, "Can two fractions look different but name the same amount?" Students explain using a drawing and an equation.
Play Equivalent Fraction Match with cards showing fractions, area models, and number-line points; students collect matching sets.
Compare recipe amounts such as 1/2 cup and 2/4 cup, then ask students whether each pair gives the same quantity.
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Printable 4.3.C Worksheet
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Related Standards
- 3.3.G
explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same ...
- 6.7.C
determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations
- 3.3.H
compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, ob...
- 4.3.D
compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
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