ALEX Classroom Resource

  

Solving Equivalent Fractions: Bianca's New Pet

  Classroom Resource Information  

Title:

 Solving Equivalent Fractions: Bianca's New Pet

URL:

 https://aptv.pbslearningmedia.org/resource/mwnet-math-nf-newpet/solving-equivalent-fraction-problems-biancas-new-pet/

Content Source:

 PBS
Type: Audio/Video

Overview:

This video from Cyberchase features Bianca working on her aunt and uncle’s farm. Bianca is excited because she’s getting a new pet. She uses equivalent fractions to combine different lengths of wood to build a roof on a house for the new pet. In the accompanying classroom activity, students use equivalent fractions to solve a problem and create word problems of their own.

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
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.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

Example: a/b is equivalent to (n x a)/(n× b).
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use visual models to create equivalent fractions.
  • Explain the generalized pattern, a/b = (n x a) / (n x b).
  • Use the generalized pattern to create equivalent fractions.

Set models (parts of a group) are not models used in grade 4.
Teacher Vocabulary:
  • Fraction
  • Numerator
  • Denominator
  • Equivalent
  • Fraction model
  • Area model -Length model
Knowledge:
Students know:
  • Fractions can be equivalent even though the number of parts and size of the parts differ.
  • Two fractions are equivalent if they are at the same point on a number line or if they have the same area.
Skills:
Students are able to:
  • Use area and length fraction models to explain why fractions are equivalent.
  • Recognize and generate equivalent fractions.
Understanding:
Students understand that:
  • equivalent fractions are fractions that represent equal value.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.13.1: Identify fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b.
M.4.13.2: Identify a fraction as a number on the number line; represent fractions on a number line diagram.
M.4.13.3: Recognize a fraction as a number on the number line.
M.4.13.4: Represent fractions on a number line diagram.
M.4.13.5: Recognize fractions as numerals that may represent division problems.
M.4.13.6: Label numerator, denominator, and fraction bar.
M.4.13.7: Identify parts of a whole with two, three, or four equal parts.
M.4.13.8: Distinguish between equal and non-equal parts.
M.4.13.9: Define area, length, equivalent, fraction, numerator and denominator.

Prior Knowledge Skills:
  • Recognize fractions as lengths from zero to one.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Identify a number line.
  • Recognize whole numbers as lengths from zero to one.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Identify a number line.
  • Label the fractions on a pre-made number line diagram.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Recognize a number line diagram with equally spaced points.
  • Compare length using non
  • standard units to determine which is longer.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.13 Identify and compare models of a whole (1), one-half (1/2), one-third (1/3), and one fourth (1/4) using models, manipulatives, numbers lines, and a clock.
Tags: equivalent fractions, model
License Type: Custom Permission Type
See Terms: https://www.pbslearningmedia.org/help/terms-of-use/#restrictions
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

This resource is accompanied by teaching tips, discussion questions, and an activity.

2019 ALCOS

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 (n × a)/(n × b).

  This resource provided by:  
Author: Michelle Frye
The event this resource created for:ALEX Resource Development Summit
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