Series: Common Core Challenge

Math.4.NF.A.1

Common core State Standards

  • Math:  Math
  • 4:  Grade 4
  • NF:  Number & Operations--Fractions
  • A:  Extend understanding of fraction equivalence and ordering
  • 1: 
    Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.


    Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.

Download Common Core State Standards (PDF 1.2 MB)

Understanding, Modeling and Creating Equivalent Fractions
Lesson Objective: Explain why two fractions are equivalent even though they use different numbers. Extend understanding of fraction equivalence and ordering.
Grade 4 / Math / Fractions
Math.4.NF.A.1

Thought starters

  1. What Core Action indicator(s) does this lesson best exemplify?
  2. How does this lesson connect to and build on students’ prior skills and knowledge?
13 Comments
This was very helpful. I can't wait to try it in my classroom.
Recommended (0)
Excellent presentation. I love the idea of JUST PLAY at the beginning of the lesson. Great Hook!. (Please be aware that "ASK" is not "AXE".)
Recommended (0)
Many components of Common Core are addressed by the presenter. Opportunities for students to justify answers both verbally and in writing are provided. This lesson deals with a focus on fraction instruction which is essential in grades 3-5. Manipulatives are utilized; cuisenaire rods are an excellent asset to the classroom. Conceptual understanding is built before procedure. Right on! Finally, questioning is vital. Even multiple responses are acceptable and encouraged when the presenter asks the participants to give an example of any rod that is half of another rod.
Recommended (0)
I really like the opening of the lesson...hold up a card with a fraction on it and ask students about it. I think that's a good quick preassessment. I also liked the progression from concrete to more abstract. This really has helped me to feel a little more at ease with the CCSS. :)
Recommended (0)
I really like the fact that in the very beginning of students receiving their cuisinaire rods that they are allowed to explore (play) with them. Often times my teachers do this with students. This is a great way to introduce this standard. There are so many tasks that can be done based on the use of the rods. Great way to get students to understand fractions conceptually.
Recommended (0)

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