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

- Use reasoning strategies to sort the decimals into categories of less than or greater than 1/2. Have students explain their thinking for the placements.
- 4.NR.2 Represent and compare fractions in multiple ways using part-whole relationships
- 4.NR.2.3 Generate equivalent fractions, including fractions greater than 1, using multiple representations. Limit fractions to denominators of 2, 3, 4, 5, 6, 8, 10, 12, 20, 25, 50, and 100
- 4.NR.2.4 Represent the composition and decomposition of fractions with the same denominator, including mixed numbers and fractions greater than 1, using multiple representations. Limit fractions to denominators of 2, 3, 4, 5, 6, 8, 10, 12, 20, 25, 50,
- 4.NR.2.5 Explain and demonstrate how a mixed number is equivalent to a fraction greater than 1 and how a fraction greater than 1 is equivalent to a mixed number. Limit fractions to denominators of 2, 3, 4, 5, 6, 8, 10, 12, 20, 25, 50, and 100

- 4.NR.2 Represent and compare fractions in multiple ways using part-whole relationships

### Resources

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