`Equivalent FractionsGertrude Lockett               Emmanuel Christian School                               8301 S. Damen Ave.                               Chicago, Il. 60620                               312-239-6829Objectives: Given teacher guidance the fourth grade students will be able to:  1.  Visualize and comprehend the relative values of fractions by making       physical representations.  2.  Use fractional parts of a "whole".   3.  Recognize relative sizes and equivalent fractions.     Materials needed:All materials listed are for an entire class.     Ruler                        Pencil          Scissors                     Strips of 3" x 18" construction paper      Number cube (die) labeled with fractionsStrategy:   Take five strips of different color construction paper. With your students, compare the strips to be sure they are all the same length. Talk about the fact that the strips each represent "one whole" and the students  will be cutting some into fractional parts.Label one strip "one whole".Take another strip and fold it carefully in half. Open it and count. Label each  part 1/2 and cut on the fold line.Take another strip and fold in half two times.  Open and count the sections.  Label each part 1/4 and then cut them apart.    Take another strip.  Fold it in half three times.  How many sections will there  be this time?  Open and count.  Label each part 1/8 and cut them apart.  Continue with the last strip.  Fold four times.  This time the students will get  1/l6 for each section.  Label each part 1/l6.Students will measure and discuss using fractional parts of a whole.Making a physical model of fractions provides reinforcement for understanding  the relative values of fractions. Follow Up Activity:Divide the students into 4 to 6 groups.  Start with one whole strip in front of each student.  One student from each group will take a turn rolling the die.  Take the strip which represents the fraction shown on the cube and place it on the whole strip.  For example, if the fractional part 1/4 is rolled, place the 1/4strip on the whole strip and continue rolling the die until the whole strip is covered.  The first player to cover their whole strip wins. Conclusion: This is a good activity to help students in using fractional parts equivalent to a "whole" and aiding them in recognizing comparable sizes and equivalent fractions. `