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Click on the website below.  At this website stack the fraction tiles to discover which fractions are equivalent(equal). The fractions are equivalent if they equal the exact same length.

Find 2 equivalent fractions for 1/3
Find 2 equivalent fractions for 1/4
Find 2 equivalent fractions for 1/5
Find 2 equivalent fractions for 1/6
Find 2 equivalent fractions for 2/3

Think about what had to happen to both the numerator and the denominator each time you made an equivalent fraction. Using what you already know about fractions, explain why you think the same thing had to happen to both the numerator and denominator to form an equivalent.

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Use these colorful fraction strips to model fraction relationships and solve mixed fraction problems. Students often struggle to visualize and understand the concept of fractions, but not anymore with this helpful virtual manipulative. By moving the fraction bars onto the canvas, students can see the differences between various denominators and integrate the concept of equivalent fractions. Help students see 1.5 as a fraction as the frame is wide enough for the fractions to sum to 2. Clear tiles by moving them off the screen or clear the whole screen with the trashcan button. Draw on the white space with the pencil button and clear the writing with the eraser button. These fraction strips are sure to be helpful in the elementary school classroom.

Visit classplayground.com for more information about Fraction Strips and Printables.

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Fraction Strips | Free Virtual Manipulatives | Toy Theater

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Use these colorful fraction strips to model fraction relationships and solve mixed fraction problems. Students often struggle to visualize and understand the concept of fractions, but not anymore with this helpful virtual manipulative. By moving the fraction bars onto the canvas, students can see the differences between various denominators and integrate the concept of equivalent fractions.

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At this website you will help the intergalactic athletes find their correct starting place for the Space Games by dragging the equivalent fractions to the matching circle graph.

Use what you learned from the first two resources to find the equivalent fractions.

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Problem Solving - complete mathematical puzzles

Common Core Connection for Grades 3 and 4

Recognize and generate simple equivalent fractions.
Explain why the fractions are equivalent by using a visual fraction model.
Decompose a fraction into a sum of fractions with the same denominator.
Compare two fractions with different numerators and different denominators.
Recognize that comparisons are valid only when fractions refer to the same whole.

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Triplets | Equivalent Fractions | Math Playground

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Play Triplets: Equivalent Fractions at Math Playground - Make trios of equal fractions!

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At this website you will watch the video about more equivalent fractions.  Then click on the practice sessions on the left to practice what you have learned.

Optional:
If you would like to review modeling equivalent fractions you may scroll up to view the equivalent fractions and visualizing equivalent fractions videos.

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Welcome to my presentation on equivalent fractions. So equivalent fractions are, essentially what they sound like. They're two fractions that although they use different numbers, they actually represent the same thing. Let me show you an example. Let's say I had the fraction 1/2. Why isn't it writing. Let me make sure I get the right color here. Let's say I had the fraction 1/2. So graphically, if we to draw that, if I had a pie and I would have cut it into two pieces. That's the denominator there, 2. And then if I were to eat 1 of the 2 pieces I would have eaten 1/2 of this pie. Makes sense. Nothing too complicated there. Well, what if instead of dividing the pie into two pieces, let me just draw that same pie again. Instead of dividing it in two pieces, what if I divided that pie into 4 pieces? So here in the denominator I have a possibility of-- total of 4 pieces in the pie. And instead of eating one piece, this time I actually ate 2 of the 4 pieces. Or I ate 2/4 of the pie. Well if we look at these two pictures, we can see that I've eaten the same amount of the pie. So these fractions are the same thing. If someone told you that they ate 1/2 of a pie or if they told you that they ate 2/4 of a pie, it turns out of that they ate the same amount of pie. So that's why we're saying those two fractions are equivalent. Another way, if we actually had-- let's do another one. Let's say-- and that pie is quite ugly, but let's assume it's the same type of pie. Let's say we divided that pie into 8 pieces. And now, instead of eating 2 we ate 4 of those 8 pieces. So we ate 4 out of 8 pieces. Well, we still ended up eating the same amount of the pie. We ate half of the pie. So we see that 1/2 will equal 2/4, and that equals 4/8. Now do you see a pattern here if we just look at the numerical relationships between 1/2, 2/4, and 4/8? Well, to go from 1/2 to 2/4 we multiply the denominator-- the denominator just as review is the number on the bottom of the fraction. We multiply the denominator by 2. And when you multiply the denominator by 2, we also multiply the numerator by 2. We did the same thing here. And that makes sense because well, if I double the number of pieces in the pie, then I have to eat twice as many pieces to eat the same amount of pie. Let's do some more examples of equivalent fractions and hopefully it'll hit the point home. Let me erase this. Why isn't it letting me erase? Let me use the regular mouse. OK, good. Sorry for that. So let's say I had the fraction 3/5. Well, by the same principle, as long as we multiply the numerator and the denominator by the same numbers, we'll get an equivalent fraction. So if we multiply the numerator times 7 and the denominator times 7, we'll get 21-- because 3 times 7 is 21-- over 35. And so 3/5 and 21/35 are equivalent fractions. And we essentially, and I don't know if you already know how to multiply fractions, but all we did is we multiplied 3/5 times 7/7 to get 21/35. And if you look at this, what we're doing here isn't magic. 7/7, well what's 7/7? If I had 7 pieces in a pie and I were to eat 7 of them; I ate the whole pie. So 7/7, this is the same thing as 1. So all we've essentially said is well, 3/5 and we multiplied it times 1. Which is the same thing as 7/7. Oh boy, this thing is messing up. And that's how we got 21/35. So it's interesting. All we did is multiply the number by 1 and we know that any number times 1 is still that number. And all we did is we figured out a different way of writing 21/35. Let's start with a fraction 5/12. And I wanted to write that with the denominator-- let's say I wanted to write that with the denominator 36. Well, to go from 12 to 36, what do we have to multiply by? Well 12 goes into 36 three times. So if we multiply the denominator by 3, we also have to multiply the numerator by 3. Times 3. We get 15. So we get 15/36 is the same thing as 5/12. And just going to our original example, all that's saying is, if I had a pie with 12 pieces and I ate 5 of them. Let's say I did that. And then you had a pie, the same size pie, you had a pie with 36 pieces and you ate 15 of them. Then we actually ate the same amount of pie.

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Equivalent fractions (video) | Fractions | Khan Academy

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Welcome to my presentation on equivalent fractions. So equivalent fractions are, essentially what they sound like. They're two fractions that although they use different numbers, they actually represent the same thing. Let me show you an example. Let's say I had the fraction 1/2. Why isn't it writing.

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At this website you will:
1.  Read the lesson about adding and subtracting fractions.  Look closely at the fraction vocabulary.

2.  Watch the video lesson.

3. Complete the practice questions that follow the video lesson.

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If you're new to adding and subtracting fractions or just want a refresher, make sure to check out the lesson on adding fractions with a common denominator first. The basic idea is that fractions must have the same denominator (bottom number) in order to combine them with addition or subtraction. When the denominators are the same, the whole has been split into equal pieces that are the same size. If the denominators are not the same, the pieces are not the same size and the two fractions cannot be combined as they are.

If the denominators are the same, you can combine two fractions together with addition or subtraction. Just count up the pieces using the numerators. The size of the pieces does not change, so the denominator stays the same.

Here's the general rule for adding/subtracting fractions with the same denominator:

Here are a few examples.

Check out the lesson on adding fractions with a common denominator for more examples. Next, let's look at what to do when the denominators are not the same number.

When two fractions have different denominators, that means the pieces that the wholes have been split into are not the same size. We cannot combine them with addition or subtraction until we "fix" them by finding a common denominator.

There's more than one way to find a common denominator. We usually want the smallest number possible to use to make things easier, so we're looking for what's called the lowest common denominator (LCD). This is also called finding the least common multiple (LCM). One way is to list the multiples of each denominator and look for the smallest number they have in common.

The smallest multiple that the two denominators have in common is 10, so we can rewrite the two fractions using 10 as the common denominator. To do this, we need to multiply both fractions by a "fancy form of 1." Make sure to multiply the numerator and denominator of the fraction by the same number.

Once your fractions are rewritten with the same denominator, you can combine them together with addition or subtraction.

So here's the general rule when it comes to adding fractions with different denominators:

​In the problem above, 18 is the smallest possible number you could have used as the common denominator. You could have used a larger number that is also a multiple of 6 and 9, such as 36 or 54. If you used a larger number you would just need to make sure to simplify the fraction in the end.

In the problem above, 20 is the smallest possible number you could have used as the common denominator.You could have used a larger number that is also a multiple of 10 and 4, such as 40. If you used a larger number you would just need to make sure to simplify the fraction in the end.

Want to see more examples? Check out the short video below.

Ready to try some problems on your own? Click the START button below to try a practice quiz.

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If you're new to adding and subtracting fractions or just want a refresher, make sure to check out the lesson on adding fractions with a common denominator first. The basic idea is that fractions must have the same denominator (bottom number) in order to combine them with addition or subtraction.

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At this website you will:
1.  Read the lesson about adding and subtracting fractions.  Look at the models to see why we need common denominators.

2. Complete the exercises at the end of the lesson and check your answers.

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Problem: A pizza restaurant had two equally-sized pizzas, each sliced into equal parts. At the end of the day, there was a third of one pizza, and a sixth of another pizza left over. How much pizza was left over altogether?

Analysis: This problem is asking us to add two one-third and one-sixth together. But we cannot add these fractions since their denominators are not the same!

+

=
?

Solution: We need to make the denominators the same. We can find a common denominator by multiplying the denominators together: 3 x 6 = 18. So instead of having 3 or 6 slices of pizza, we will make both of them have 18 slices. The pizzas now look like this:

In the problem above, we found a common denominator by multiplying the denominators of the original fractions. However, for most chefs, making 18 slices is too much work! Let's try using another method that involves less slices.

Method 2: We can rename these fractions using their least common denominator (LCD), which is the smallest number that is evenly divisible by all the denominators. It is the least common multiple of the denominators. Lets' find the LCD of one-third and one-sixth.

List the multiplies of 3:
3, 6, 9, 12, 15, 18, 21, ...

List the multiplies of 6:
6, 12, 18, 24, 30, ...

List common multiples of 3 and 6:
6, 12, 18

List the least common multiple of 3 and 6:

6

As you can see, the least common denominator lets you add (or subtract) fractions using the least number of slices. It is not always practical to draw circles to solve these problems. So we need an arithmetic method. We will use equivalent fractions to help us, as shown in the examples below.
Example 1: Analysis:
The denominators are not the same. The least common denominator (LCD) of 4 and 6 is 12.

Solution: Make equivalent fractions with the new denominator:

and

Add the numerators:

In example 1, note that the numerator and the denominator of a fraction must be multiplied by the same nonzero whole number in order to have equivalent fractions. We could have used a common denominator, such as 24, to solve this problem. This is shown below.

As you can see, using a common denominator instead of the LCD can lead to unnecessary simplifying of the result (like having more slices of pizza). We have presented two methods for adding (and subtracting) fractions with unlike denominators:

1. Common denominators -- leads to having more slices of pizza.

2. Least common denominator (LCD) -- leads to having less slices of pizza.

You can use either method, whichever you prefer. However, for the remainder of this lesson, we will use the LCD method. Remember that the LCD is simply the least common multiple of the denominators. Let's look at some examples.
Example 2:
Anaysis: The denominators are not the same. The LCD of 3 and 2 is 6.

Solution: Make equivalent fractionswith the new denominator:

and

Add the numerators:

Simply the result:

In example 2, we had an improper fraction, so it was necessary to simplify the result. Let's look at some more examples.
Example 3:
Analysis: The denominators are not the same. The LCD of 10 and 15 is 30.

Solution: Make equivalent fractions with the new denominator:

and

Subtract the numerators:
Example 4:
Analysis: The denominators are not the same. The LCD of 6, 8 and 16 is 48.

Solution: Make equivalent fractions with the new denominator:

Subtract and add the numerators:

Simply the result:

The following procedure summarizes the steps we used in examples 1 through 4:

Procedure: To add or subtract fractions with unlike denominators:

1. Find the least common denominator.

2. Make equivalent fractions using the LCD.

3. Add or subtract the numerators.

4. Simplify the result if necessary.

For step 2, remember that the numerator and the denominator of a fraction must be multiplied by the same nonzero whole number in order to have equivalent fractions. Let's look at some word problems.

Example 5: A member of the school track team ran two-thirds mile on Monday, and one-fifth mile on Tuesday. How many miles did he run altogether?

Analysis: This problem is asking us to add fractions with unlike denominators:

Solution: The LCD of 3 and 5 is 15.

Example 6: At a pie-eating contest, Spencer got through three-fourths of a pie before time was called; Carly finished just one-half of a pie. How much more pie did Spencer eat than Carly?

Analysis: This problem is asking us to subtract fractions with unlike denominators:

Solution: The LCD of 4 and 2 is 4.

Summary: In order to add or subtract fractions, they must have like denominators. Given two or more fractions with unlike denominators, the LCD is the least common multiple of the denominators.

To add or subtract fractions with unlike denominators

1. Find the least common denominator.

2. Make equivalent fractions using the LCD.

3. Add or subtract the numerators.

4. Simplify the result if necessary.

Exercises

Directions: Add the fractions in each exercise below. Be sure to simplify your result, if necessary. Click once in an ANSWER BOX and type in your answer; then click ENTER. After you click ENTER, a message will appear in the RESULTS BOX to indicate whether your answer is correct or incorrect. To start over, click CLEAR.
Note: To write the fraction three-fourths, enter 3/4 into the form. To write the mixed number four and two-thirds, enter 4, a space, and then 2/3 into the form.
1.

2.

3.

4. Maria's team practiced soccer for two-thirds of an hour on Friday, and for five-sixths of an hour on Saturday. How many hours of soccer did her team practice altogether?

5.
Amy's history textbook weighs seven-eighths of a pound, and her algebra textbook weighs two-thirds of a pound. How much more does her history textbook weigh than her algebra textbook?

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adding and subtracting fractions with unlike denominators

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Adding and Subtracting Fractions with Unlike Denominators

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Problem: A pizza restaurant had two equally-sized pizzas, each sliced into equal parts. At the end of the day, there was a third of one pizza, and a sixth of another pizza left over. How much pizza was left over altogether? Analysis: This problem is asking us to add two one-third and one-sixth together.

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Click on each of the two games below to practice adding and subtracting fractions with unlike denominators.

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Wordwall - Create better lessons quicker

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Adding Fractions with Unlike Denominators

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Wordwall - Create better lessons quicker

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Adding/Subtracting Fractions-You Need paper to Solve

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This collection will help you discover how two fractions that look very different are actually equivalent.  Being able to find equivalent fractions is necessary to be able to add and subtract fractions that have different denominators.

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I can make equivalent fractions by multiplying or dividing the numerator and denominator by the same amount (fraction equal to 1 whole).

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I can add and subtract fractions with unlike denominators.

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This collection contains a variety of resources to help us understand equivalent fractions. It also includes resources to allow you to apply your knowledge of equivalent fractions in order to add and subtract fractions that have different denominators.