This is a hands-on activity to help students physically identify/see fractions that are equivalent. I gave each table group a cup full of halves, a cup full of thirds, a cup full of fourths, etc., and then they used the fraction circle pieces to try and make equivalent fractions. I started by demonstrating to the whole class how to make fractions equivalent to one whole and then equivalent to one-half. For example, I put one half down on the table and then tried to find a way to use thirds to line up perfectly with the half. When that didn't work, we concluded that we couldn't make an an equivalent fraction using thirds. We then found that putting two of the fourths on top of the half lined up perfectly, so we knew that two-fourths was equivalent to one-half (they were the exact same amount of the whole circle). After the demonstration, the students worked at their own paces to complete the activity. Some students picked up on patterns and were then able to predict what the equivalent fractions would be, while others struggled and really needed to use the manipulatives (even beyond this introductory lesson).