# Equivalent Fraction

1. Start by creating all of the one-color trains that are as long as the orange-red rod
(i.e., the length of the orange and red rod placed end to end). Place all of these
one-color trains beneath the orange-red rod.

2. Name the fractions that are re present ed by each of the one-color trains. For
example, the two dark -green rods each represent ½, since two dark-green rods are
as long as orange-red, which represents one whole .

a. Purple Rod: ___________________
b. Light Green Rod: _________________________
c. Red Rod: ___________________________
d. White Rod: ______________________

3. Place a pencil on the set of rods, at the break in the dark-green train that shows ½.
Fol low down the pencil to identify other fractions that are equivalent to ½.
e. ½ = _________ = _________ = __________

4. Use a similar procedure to find all of the other fractions that are equivalent to 1/3,
¼, 1/6, 2/3, and ¾. For each of these fractions, list all of the equivalent fractions

5. Use the Cuisenaire Rods to show that 1/6 <1/3. Draw a picture of your
Cuisenaire Rods below and explain how your picture demonstrates that 1/6 < 1/3.

6. How could you explain to a student that ¼ < 1/3, even though 4 > 3?

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