```Introduction To Equivalent FractionsRose Cartwright                Lyman Trumbull School                               5200 North Ashland Avenue                               Chicago IL 60640                                312-534-2340Objective:To examine the part-whole relationship of numbers and to compare one fraction to another in order to discover their equalities. Materials Needed:adding machine tape        fraction puzzle pieces crayons                    masking tapepaperStrategies:Each student will take a strip of adding machine tape that is 24 inches long.They will measure the crown of their head.  Each tape will be labeled as halves,thirds, fourths, etc.  These tapes will also be marked showing their fractionalparts.  Certain colors identify fractional parts--such as red marks 1/2, bluemarks 1/3, orange marks 1/4, etc.  After the measurements have been taken, eachstudent will place his/her tape on the chalkboard with masking tape.  From observation, students can clearly see that all of the red marks are aligned, aswell as all of the other colored marks, that divide each strip into equal parts.After the students have compared the strips and have noticed the relationships,they will begin a paper folding exercise that helps to develop the concept of how two fourths of the whole strip is equal to one half of the same strip.  To  do this, fold a sheet of paper in half then color that half sheet of paper.  Thestudents will open the paper to the full sheet and they can see that one halfof the paper is colored.  The students will continue to fold the paper intofourths, and as they unfold the paper, they can see that not only have theyfolded the paper into four equal parts, but that half of the paper is the same space shaded as the two out of four parts.  The students will continue to foldthe paper into eighths and sixteenths.  They will continue using thirds, fifths,etc.  The students will then use fraction puzzle pieces to create a square madeof equal fraction pieces.  Once a square has been completed, students can turnthe puzzle pieces over to see the numeric value of each fraction and discoverthat the fractions that make up the square are equal to each other.Performance Assessment:Given twelve separate squares on a sheet of paper, the students will changeregions that have been divided in half into regions of fourths, eighths andsixteenths.  Regions that have been divided into thirds, will be changed intosixths and twelfths.  As an added discussion, students will be able to see,looking at their original strips, how many students have the same or equalhead band sizes.Reference:         Reys, Robert E., M. Suydam, and M. Lindquist.  How Children Learn Mathematics
Prentice Hall, 1989.
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