Eureka Math Grade 4 Module 5 Lesson 9 Insights

In this fourth-grade lesson, students learn to demonstrate fraction equivalence using division, contrasting with previous lessons that used multiplication. The lesson introduces the concept of reversing the multiplication process to use division, supported by the area model. Students explore how to compose larger fractional units and prove equivalence through division, preparing them for the standard algorithm. The lesson emphasizes understanding through geometry rather than rote memorization.

What mathematical operation is introduced for showing equivalent fractions in this lesson?

• Division

• Multiplication

• Subtraction

• Addition

Tags

CCSS.5.NF.B.5B

What is the purpose of using division to show equivalent fractions?

• To find the sum of fractions

• To prove the inequality of fractions

• To complicate fractions

• To simplify fractions

Why is it important to show fractions can be equivalent through division?

• To prepare for learning standard algorithms

• To make fractions more complex

• To avoid learning about fractions

• To focus only on multiplication

Tags

CCSS.3.NF.A.2B

CCSS.3.NF.A.1

What example is used to explain the concept of equivalent fractions through division?

• 1/2 and 2/4

• 1/12 and 3/6

• 2/10 and 1/5

• 3/12 and 1/4

Tags

CCSS.5.NF.B.5B

CCSS.4.NF.A.1

What model is primarily used in this lesson to build the argument for equivalent fractions?

• Bar model

• Set model

• Area model

• Number line

Tags

CCSS.5.NF.B.5B

CCSS.4.NF.A.1

What does the area model help students understand about fractions?

• The idea of subtraction for reducing fractions

• The method of multiplication for equivalence

• The concept of division for equivalence

• The process of addition

Tags

CCSS.3.NF.A.2B

CCSS.3.NF.A.1

What does dividing both the numerator and denominator by the same number demonstrate?

• Difference of fractions

• Equivalence of fractions

• Inequality of fractions

• Sum of fractions

Tags

CCSS.4.NF.A.1

CCSS.3.NF.A.3B

CCSS.3.NF.A.3A

How is 2/10 shown to be equivalent to 1/5?

• By multiplying both by 2

• By dividing both by 2

• By adding 3 to both

• By subtracting 1 from both

Tags

CCSS.5.NF.B.5B

CCSS.4.NF.A.1

What fraction is shown to be equivalent to 1/2 using the area model?

• 4/8

• 6/12

• 2/10

• Both 4/8 and 6/12

Tags

CCSS.5.NF.B.5B

CCSS.4.NF.A.1

How can 6/12 be shown as equivalent to 1/2?

• By subtracting 6 from both numerator and denominator

• By adding 6 to both numerator and denominator

• By multiplying both numerator and denominator by 2

• By dividing both numerator and denominator by 6

Tags

CCSS.4.NF.A.1

CCSS.3.NF.A.3B

CCSS.3.NF.A.3A