I put two copies of this page (or run off double sided) and put inside a sheet protector, so there are four pyramids for students to work problems. I gave one to each student along with a dry erase pen. If each bar represents a "one unit" I can ask students to shade a bar to represent a specific fraction. If I ask them to shade in ½, there will be multiple answers, which provides an opportunity to strengthen the discussion of equivalent fractions.
Students also can work on this in groups of 2, 3 or 4.