State today's objective.
Explicitly tell students that just like money amounts, fractions can be equivalent. Also, tell students that when fraction strips are the same length, they represent equivalent fractions.
Give students six strips of paper in six different colors (yellow, brown, blue, red, yellow, orange and green). Tell students to hold up the yellow strip, because it will represent the whole. Have students write "one whole" on the fraction strip.
Next, ask students hold up the brown strip, fold it into two equal pieces. Tell strips to label the strips ½.
Have students take out blue strip, fold it twice, and divide it into four equal pieces. Tell students to label their strips 1/4.
Repeat this process of folding, cutting, and naming strips for eighths, thirds, and sixths.
Have students take out their "whole" and ask, "Which strip is 1/2 of the whole?" Then ask, "Which strip is 1/4 of the whole?" Ask similar questions about 1/8, 1/3, and 1/6. Students should experiment with the strips until they are consistently arriving at the correct answer.
Have students work in pairs to line up their fraction strips and find as many relationships as they can. For instance, they might notice that three of the 1/6 pieces are equal to four of the 1/2 pieces, or that two of the 1/3 pieces are equal to four of the 1/6 pieces. Have students record these relationships on paper. When they have finished, have them share the relationships they discovered. Record relationships on chart paper and discuss.
Students will notice that one whole is the same as 2/2, 4/4, 8/8, 3/3, or 6/6. Another example includes the relationship between 1/2, 2/4, 4/8, and 3/6. Students may also notice that for each of these fractions, the numerator is 1/2 of the denominator. Record this relationship.
Complete Equivalent Fractions Exit Slip