Tennessee Curriculum Center

Common Core Focus Standard CC 4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

(Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Aligning Assessment & Planning Instruction

Student Resources
Teacher Resources
  • Lesson Plan
    Eggsactly with Fractions

    This website provides teachers with various lesson plans that teach different types of fractions. The lessons allows students to explore relationships among fractions through work with the set model. This early work with fraction relationships helps students make sense of basic fraction concepts and facilitates work with comparing and ordering fractions and working with equivalency. …

    Contributed by nicolelbowling
  • Background Knowledge/Reference
    Fraction Wall

    Looking for a game to reinforce ways to make a whole?  This is your set of materials to make that happen.

    Contributed by lisa.bell
    No assessment resources yet!

PARCC Content Model Frameworks

Opportunities for In-Depth Focus

Extending fraction equivalence to the general case is necessary to extend arithmetic from whole numbers to fractions and decimals.

Key Advances

  • Fraction equivalence is an important theme within the standards that begins in grade 3. In grade 4, students extend their understanding of fraction equivalence to the general case, a/b = (n * a)/(n * b) ( CC 3.NF.3 > CC 4.NF.1 ). They apply this understanding to compare fractions in the general case ( CC 3.NF.3.d > CC 4.NF.2 ).