Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction (n Ã— a)/(n Ã— 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, and 100.)
When fractions take on a new denominator, it's as if they're wearing a disguise - same value, new look. So let's write a story about fraction equivalence starring a fraction who needs to fit in with a new group.