Same Amount, Different Parts · Adult guide

Same Amount, Different Parts

Grade 4 · Math

Goal

Use pictures to show why two fractions can name the same amount, and find equivalent fractions.

You'll need

Scissors, a glue stick, and crayons.

Help with the hands, not the answer

Read the passage aloud, or let the student read it. Read each activity's short directions aloud too.
For each piece, let the student choose first, by pointing, looking, or using their AAC device. Keep your hands still and your face neutral while they choose.
Once they have chosen, help with cutting and gluing as much as they need.
Cut pieces ahead of time if cutting takes the attention away from the content.

Add these words to the student's AAC device before the lesson

fraction, equal, part, same, equivalent, numerator, denominator, multiply, top, bottom, more, smaller, half

Words from the check are left out on purpose.

What's in this packet

Reading passage and cut, paste, and color activities
A data sheet and a check on a new passage, for evidence of what the student knows
A check answer key on the last page. Remove it before the check.

Same Amount, Different Parts · Adult guide

Standards and activity answers

Standards the check measures

CA Common Core Math 4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × 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.

These are California's standards. Outside California, check the code and wording against your state's framework before citing them in an IEP.

Activity answers

Color the answer. Which one equals 1/2? 2/4. Which one equals 1/4? 2/8.

Is it the same as 1/2?. Equals 1/2: 2/4; 3/6; 4/8. Does not equal 1/2: 1/3; 3/4; 2/8

Make an equivalent fraction. 1. Start with 1/2 2. Cut each part 3. Now it shows 2/4

Same amount. 1/2: 4/8. 1/4: 2/8. 1/5: 2/10

Parts of a fraction. Top left: numerator. Top right: denominator. Bottom left: shaded part. Bottom right: empty part

Same Amount, Different Parts · Read togetherName ____________ Date ________

Same Amount, Different Parts

A baker cuts a loaf of bread into 2 equal parts and gives away 1 part. The baker gave away 1/2 of the loaf.

Now picture the same loaf cut into 4 equal parts. Giving away 2 of those parts is 2/4 of the loaf. 1/2 and 2/4 are the same amount of bread. Fractions that name the same amount are called equivalent fractions.

To make an equivalent fraction, multiply the top and bottom numbers by the same number. For 1/2, multiply both numbers by 2 to get 2/4. There are more parts, and each part is smaller, but the amount stays the same.

Same Amount, Different Parts · 4.NF.1Name ____________ Date ________

Color the answer

Color the right box.

Which one equals 1/2?

3/4

2/8

1/4

2/4

Which one equals 1/4?

2/8

4/8

3/4

1/8

Same Amount, Different Parts · 4.NF.1Name ____________ Date ________

Is it the same as 1/2?

Sort the cards.

Equals 1/2

Does not equal 1/2

Cut out along the dashed lines

3/6

4/8

1/3

3/4

2/8

2/4

Same Amount, Different Parts · 4.NF.1Name ____________ Date ________

Make an equivalent fraction

Put them in order.

Cut out along the dashed lines

Now it shows 2/4

Start with 1/2

Cut each part

Same Amount, Different Parts · 4.NF.1Name ____________ Date ________

Same amount

Match the same amounts.

1/2

1/4

1/5

Cut out along the dashed lines

2/8

2/10

4/8

Same Amount, Different Parts · 4.NF.1Name ____________ Date ________

Parts of a fraction

Label it. Color the shaded parts.

Cut out along the dashed lines

denominator

shaded part

empty part

numerator

Same Amount, Different Parts · Check data sheet · adult

Before the check

This uses the same questions as the on-screen check. Use one or the other, and count only the first try.
Remove the answer key first. Ideally, someone who didn't teach the lesson runs the check.
Give no hints, reactions, or right-or-wrong feedback.
Results stay on this sheet. They aren't added to the on-screen report.

How the student chose answers (mark one)

Independent, adult could not see

Independent, adult could see

With touch, a held device, or cues

Mark the last one if anyone touched the student, held anything for them, or cued them while they chose. Help with cutting or gluing after they chose doesn't count as support, but an adult who saw the choice means "adult could see."

Help after the student chose

CuttingGluingColoringNone

Results

Date ____________ Check run by (role) ____________________

Item	Standard	Student's answer	Right?
1	4.NF.1
2	4.NF.1
3	4.NF.1
4	4.NF.1
5	4.NF.1
6	4.NF.1

Each question with four choices can be guessed right 1 time in 4. These 6 items are too few to conclude from alone. The on-screen report waits for 20 items at a level.

Same Amount, Different Parts · CheckName ____________ Date ________

Cornbread for the Class

A cook cuts a pan of cornbread into 3 equal parts and serves 1 part. Then the cook cuts each of the 3 parts into 2 smaller equal parts. The amount of cornbread served has not changed.

Same Amount, Different Parts · CheckName ____________ Date ________

Color the answer

Choose your answer, then color its box.

After the second cut, how many equal parts are in the whole pan?

8 parts

6 parts

5 parts

3 parts

Using the new, smaller parts, what fraction of the pan was served?

1/6

3/6

2/3

2/6

Same Amount, Different Parts · CheckName ____________ Date ________

Color the answer

Choose your answer, then color its box.

Which fraction is equivalent to 3/4?

4/6

3/8

6/4

6/8

Which pair of fractions is equivalent?

2/5 and 4/10

2/5 and 2/10

1/5 and 5/10

3/5 and 3/10

Same Amount, Different Parts · CheckName ____________ Date ________

Color the answer

Choose your answer, then color its box.

Why does 2/3 equal 4/6?

Only the top number was multiplied by 2

Each part got bigger in the second fraction

Top and bottom were both multiplied by 2

2 was added to the top and the bottom

How does 3/6 compare with 1/2?

Same amount, with smaller parts

A larger amount, with smaller parts

Same amount, with larger parts

A smaller amount, with larger parts

Same Amount, Different Parts · Check answer key · adult only

Check answer key

Keep this away from the check, and use it only for scoring afterward.

Item	Standard	Question	Answer
1	4.NF.1	After the second cut, how many equal parts are in the whole pan?	6 parts
2	4.NF.1	Using the new, smaller parts, what fraction of the pan was served?	2/6
3	4.NF.1	Which fraction is equivalent to 3/4?	6/8
4	4.NF.1	Which pair of fractions is equivalent?	2/5 and 4/10
5	4.NF.1	Why does 2/3 equal 4/6?	Top and bottom were both multiplied by 2
6	4.NF.1	How does 3/6 compare with 1/2?	Same amount, with smaller parts