➢ centicubes at least twenty-five per student, each student with a different amount or groups of students with different amounts
➢ photocopies of the equivalent fractions template
Ask the students to count their centicubes and ensure they have an even number of centicubes. (this maybe an opportunity to discuss odd and even numbers).
Write ½ on the board. Ask the students what this means. Discussion should lead towards 2 equal parts. The number on the bottom (denominator) tells us how many groups we have.
Students should now divide their number of centicubes in half.
Since each student had an even number of centicubes their two groups will have different numbers of objects in each group.
Ask students to put up their hand and tell the class how many centicubes they have in each of the two groups and then how many centicubes they have in total.
So students will say for example two groups of 3 and 6 in total.
Two groups of 4 and 8 in total
Two groups of 5 and 10 in total
Write ½ in the first set of boxes, then write 3/6 in the second set of boxes, 4/8 in the third set of boxes and 5/10 in the fourth set of boxes.
Discuss how these can all be equal to a half. Think, Pair, Share.
Repeat with other fractions. Ask students to have an even or odd number of centicubes as required for each fraction.