Lesson objective: Generate equivalent fractions with area models or number lines. This lesson includes only fractions that are less than 1.

This lesson helps to build procedural skill with generating equivalent fractions. An area model is used here because it highlights the understanding of equivalent fractions as equal areas. This work develops students' understanding that equivalent fractions name the same amount of area. A number line is used here because it supports the understanding of fractions as numbers. This work develops students' understanding that equivalent fractions are numbers that take the same position on a number line.

Students engage in Mathematical Practice 4 (model with mathematics) as they represent fractions using area models, number lines, and numbers. Students engage in Mathematical Practice 6 (attend to precision) as they partition their models and use precise vocabulary to communicate their understanding.

**Key vocabulary:**

- equivalent
- number line
- partition
- position