Line it Up to Break It Down
Equivalent Fractions on a Number Line
Through this playlist, students can develop a deeper understanding of fractions through visual explorations of equivalent fractions. Provide students with effective strategies for identifying equivalent fractions, using number lines and models they've created.
Zearn provides a very clear introduction to recognizing equivalent fractions using number lines.
Here’s another video lesson that walks students through the process of creating a number line that will help them to identify equivalent fractions.
Students return to their trusted old friends, the counting cubes, to create models that support their number lines.
In this game, students practice dividing a number line and placing fractions on the number line. Then, they'll compare values to find which are equivalent.
Allow students to practice by examining already prepared number lines to find equivalencies for a given fraction.
Eboni has extensive experience in curriculum development, with a focus on culturally-responsive and arts-based approaches. Having spent years creating academic content and providing professional development to teachers, she now curates themed playlists meant to provide educators with valuable, time-saving resources.
Common Core Standards
3.NF.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3.NF.2.b Represent a fraction a/b on a number line diagram by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.NF.3.a Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.
4.NF.4.a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 (1/4), recording the conclusion by the equation 5/4 = 5 (1/4).
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