This video tutorial teaches how to identify equivalent fractions using a number line. It explains that equivalent fractions occupy the same distance on a number line, despite having different numerators and denominators. The tutorial highlights common mistakes in creating number lines and demonstrates how to correctly mark fractions. It provides examples of equivalent and non-equivalent fractions, using vertically stacked number lines to visually prove equivalence. The lesson concludes by confirming the equivalence of fractions like 1/2, 3/6, and 4/8.

What does it mean for fractions to be equivalent?

• They are both improper fractions.

• They represent the same value or portion of a whole.

• They have the same numerators.

• They have the same denominators.

What is a common mistake when creating number lines?

• Placing numbers too close together.

• Using too many hash marks.

• Using only whole numbers.

• Creating uneven hash marks.

How can you tell if one-half and three-sixths are equivalent using a number line?

• They have the same numerators.

• They occupy the same distance on the number line.

• They have the same denominators.

• They are both less than one.

Why is it important to space hash marks evenly on a number line?

• To avoid confusion with whole numbers.

• To fit more numbers on the line.

• To make the number line look neat.

• To ensure accurate representation of fractions.

If two fractions have the same numerators but different denominators, are they equivalent?

• They are not equivalent because the denominators are different.

• It depends on the size of the denominators.

• No, they are never equivalent.

• Yes, they are always equivalent.

What is the result of comparing two-fourths and two-thirds on a number line?

• Two-fourths is greater than two-thirds.

• They cannot be compared.

• Two-fourths is less than two-thirds.

• They are equivalent.

How do you determine if four-eighths and three-sixths are equivalent using number lines?

• By comparing their denominators.

• By ensuring they cover the same distance on the number line.

• By checking if they have the same numerators.

• By converting them to decimals.

What is the significance of using vertically stacked number lines?

• They are only used for improper fractions.

• They are used to compare whole numbers.

• They make it easier to see equivalent fractions.

• They help in comparing fractions with different numerators.

What conclusion can be drawn about four-eighths, one-half, and three-sixths?

• Only four-eighths and one-half are equivalent.

• They are all equivalent fractions.

• Only three-sixths and one-half are equivalent.

• They are all different fractions.

What does the lesson teach about identifying equivalent fractions?

• It is only possible with whole numbers.

• It can be done using a number line.

• It requires converting fractions to decimals.

• It is not possible with different denominators.