Finer grained standards that are part of this one
Ability to use concrete manipulatives and visual models to explain reasoning about fractions
Knowledge that equivalent fractions are ways of describing the same amount by using different-sized fractional parts (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8)
Ability to use a variety of models when investigating equivalent fractions (e.g., number line, Cuisenaire rods, fraction towers, fraction circles, equivalence table, fraction strips)
Ability to relate equivalency to fractions of a region or fractions of a set
Ability to use benchmarks of 0, 1/2, and 1 comparing fractions
Knowledge of and experience with fractional number sense to lay foundation for manipulating, comparing, finding equivalent fractions, etc.
Represent two fractions as equivalent (equal) if they are the same size, or the same point on the number line.
Recognize and generate simple equivalent fractions (e.g., ½ = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.