Print this anchor chart (color & black and white options) and use to introduce equivalent fractions to students. Students are tasked with showing 1 in as many fractions as possible within a minute. Record their answers inside of the giant number one. Ask students how we can use this knowledge to generate equivalent fractions.

This is a great way to emphasize that anytime we multiply fractions to generate equivalent fractions, we are simply multiplying by ONE in order to keep the value the same. How we show that ONE as a fraction varies. This answers the question as to why we multiply (or divide) numerators and denominators by the same number.

*See completed example in the resources tab*

### Standards

- 4.NSF Number Sense and Operationsâ€“Fractions
- 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, n x a/n x b, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fra...
- 4.NSF.5 Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 and use this technique to add two fractions with respective denominators of 10 and 100.

### Resources

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