Equivalent Fractions Matching Worksheet

Name: ____________________ Date: ____________

Part 1: Matching

Match each fraction on the left with its equivalent fraction on the right. Write the letter in the blank.

1. 1⁄2 ____
2. 2⁄3 ____
3. 3⁄4 ____
4. 1⁄3 ____
5. 4⁄5 ____

A. 4⁄8
B. 6⁄9
C. 6⁄8
D. 3⁄9
E. 8⁄10

Part 2: Visual Models

1. Draw a fraction strip to show why 2⁄3 and 6⁄9 are equivalent.

1. Draw a number line to show why 3⁄4 and 6⁄8 are equivalent.

Part 3: Explanation

1. In your own words, explain why equivalent fractions name the same amount.

Equivalent Fractions Exit Ticket

Name: ____________________ Date: ____________

1. Identify an equivalent fraction for 3⁄6.

1. Draw a number line to show 2⁄3 and one equivalent fraction.

1. In one sentence, explain why these fractions are equal.

Session 1 Teacher Script

Slide 1: Session 1: Understanding Equivalent Fractions
Teacher says: “Hello and welcome to our first Fraction Rescue session! Today we’re going to explore equivalent fractions—fractions that look different but name the same amount. Over the next 15 minutes, you’ll use matching cards and visual models to see this in action. Are you ready? Let’s go!”

Slide 2: Session Objectives
Teacher says: “By the end of our time together, you will be able to:

1. Identify and name equivalent fractions using visual models.
2. Generate equivalent fractions on number lines and fraction strips.
3. Match fraction pairs and explain why they’re equivalent.
   These skills will help you feel more confident with fractions in math class.”

Teacher pause: “Take a deep breath, and let’s jump into our warm-up!”

Slide 3: Warm-Up Prompt
Teacher says: “Grab your whiteboard and marker. On my board I’ve written 2/4. On your board, draw 2/4 on the left side, and on the right side, write another fraction that is equal to 2/4. I’ll give you 30 seconds—ready, set, go!”
(After 30 seconds)
Teacher says: “Time’s up! Hold your board up. I see 1/2 from you—that’s correct! And I see 4/8—that’s also correct. Both 1/2 and 4/8 cover the same amount as 2/4. Great job!”

Slide 4: Visual Models of Equivalence
Teacher says: “Now look at these three fraction strips: 1/2, 2/4, and 4/8. Each strip is cut into a different number of pieces, but all three cover exactly the same length. What do you notice?”
(Allow student to respond)
Teacher follow-up: “Can you point to the halfway mark on each strip?”
Teacher says: “Exactly—each strip shows the same half of the whole. That means the fractions are equivalent. Nicely observed!”

Slide 5: Hands-On Matching Activity
Teacher says: “Time for some hands-on practice. Please pick up your Fraction Card Set and Printed Fraction Strips. Your job is to match each fraction card with the strip that represents the same amount. Once you’ve matched them, place the card and strip side by side on your table.”
Teacher says: “When you’re done, I’ll ask you to explain one of your matches. Think about: ‘How do you know these two are equal?’ Go ahead and start!”
(Circulate, observe, and prompt as needed: “Tell me more about why these match,” or “Can you show me how you see the same length?”)

After student finishes matching:
Teacher says: “Great work! Pick one matched pair and explain why they’re equivalent.”
(Student explains)
Teacher says: “Excellent explanation—both the card and the strip cover the same part of the whole, even though the number of pieces is different.”

Slide 6: Worksheet Practice
Teacher says: “Now let’s practice on paper. Here is the Equivalent Fractions Matching Worksheet.”
Teacher says: “Part 1: Match each fraction on the left with its equivalent on the right.
Part 2: Draw a fraction strip for 2/3 = 6/9, and a number line for 3/4 = 6/8.
Part 3: In your own words, explain why equivalent fractions name the same amount.
You have three minutes—start now!”
(After three minutes)
Teacher says: “Time’s up! Looks like you all worked hard. Let’s move to our exit ticket.”

Slide 7: Exit Ticket
Teacher says: “Here’s the Equivalent Fractions Exit Ticket. Complete these three items:

1. Identify an equivalent fraction for 3/6.
2. Draw a number line showing 2/3 and one equivalent fraction.
3. In one sentence, explain why those fractions are equal.
   You have two minutes—go!”
   (After two minutes)
   Teacher says: “Please hand me your exit tickets. Thank you for your effort today! I’ll review your work and we’ll build on these skills in our next session. Great job!”

Adding Fractions with Like Denominators Worksheet

Name: ____________________ Date: ____________

Part 1: Compute and Simplify

Solve each addition problem. Write your answer in simplest form.

1. 1/4 + 2/4 = ____

1. 3/8 + 2/8 = ____

1. 5/6 + 1/6 = ____

1. 4/5 + 3/5 = ____

1. 7/9 + 2/9 = ____

Part 2: Visual Models

1. Draw a fraction strip to show 3/8 + 2/8.

1. Use a number line to model 2/5 + 1/5.

Part 3: Explanation

1. In your own words, explain how adding fractions with like denominators works.

Subtracting Fractions with Like Denominators Exit Ticket

Name: ____________________ Date: ____________

1. Solve: 4/5 − 1/5 = ____

1. Solve: 6/9 − 2/9 = ____

1. In one sentence, explain how subtracting fractions with like denominators works.

Session 2 Teacher Script

Slide 1: Session 2: Adding & Subtracting Fractions with Like Denominators
Teacher says: “Hello! Welcome to our second Fraction Rescue session. Today we’re going to add and subtract fractions that share the same denominator. These skills will help you tackle many fraction problems with confidence. Let’s get started!”

Slide 2: Session Objectives
Teacher says: “By the end of our session, you will be able to:

1. Add fractions with like denominators using visual models.
2. Subtract fractions with like denominators using number lines.
3. Explain your reasoning using both models and words.”
   (Pause)
   Teacher says: “Great. Let’s warm up!”

Slide 3: Warm-Up
Teacher says: “On your whiteboard, write the sum of 1/4 + 1/4. Then use your fraction strips to show that result. Ready? You have 30 seconds—go!”
(After 30 seconds)
Teacher says: “Time’s up! Who can share their sum? I see 2/4—that’s correct, and if you simplify 2/4, you get 1/2. Nice work! How did your fraction strip show that sum?”
(Allow student to respond.)
Teacher says: “Excellent!”

Slide 4: Visual Review
Teacher says: “Now watch this model. I’m placing a 2/5 strip and a 1/5 strip end to end. Together, they cover 3/5 of the whole. What do you notice?”
(Student response)
Teacher says: “Yes! You can see that 2/5 + 1/5 = 3/5 because the pieces line up. Next, I have a 4/8 strip. If I remove a 1/8 piece, how many eighths remain?”
(Student responds: 3/8)
Teacher says: “Exactly—4/8 − 1/8 = 3/8. The visual lets us physically see the subtraction. How did moving the pieces help you understand the subtraction?”
(Student responds)
Teacher says: “Wonderful observations.”

Slide 5: Hands-On Practice
Teacher says: “Your turn with the strips and cards. I’ll call out two problems. First: 3/6 + 2/6. Model this with your fraction strips, then tell me how you know your answer is correct.”
(Student models and explains.)
Teacher says: “Great! How many sixths did you count in total? Yes—5/6. Next problem: 5/9 − 2/9. Use your strips to show this subtraction, then explain your reasoning.”
(Student models and explains.)
Teacher says: “Excellent work! You saw that taking away 2 pieces left 3, so 5/9 − 2/9 = 3/9.”

Slide 6: Worksheet Practice
Teacher says: “Now let’s practice on paper. Here is the Adding Fractions with Like Denominators Worksheet. Part 1: solve and simplify. Part 2: draw visual models. Part 3: explain in words how adding fractions with like denominators works. You have three minutes—go!”
(After three minutes)
Teacher says: “Time’s up! Please put down your pencils.”

Slide 7: Exit Ticket
Teacher says: “Finally, here’s the Subtracting Fractions with Like Denominators Exit Ticket. Solve both problems and explain one in a sentence. You have one minute—begin now!”
(After one minute)
Teacher says: “Time’s up. Hand me your exit tickets. Great job today! I’ll review your work and we’ll build on these skills next time.”

Fraction Word Problems Worksheet

Name: ____________________ Date: ____________

1. Sarah ate 3/8 of a pizza and her friend ate another 2/8. What fraction of the pizza did they eat in total?
   Answer: ____

Draw a visual model (fraction strip or number line) to show your solution.

Explain your reasoning in one sentence.

1. A pitcher holds 7/12 gallon of juice. Mike pours out 3/12 gallon to serve. How much juice remains in the pitcher?
   Answer: ____

Draw a number line to represent the remaining juice.

Explain your reasoning in one sentence.

1. A recipe calls for 3/7 cup of sugar and 2/7 cup of flour. How many cups of ingredients are used in total?
   Answer: ____

Draw a visual model to show the combined amount.

Explain your reasoning in one sentence.

Fraction Word Problems Exit Ticket

Name: ____________________ Date: ____________

1. Emma read 4/6 of a book and then read another 1/6. What fraction of the book has she read in total?
   Answer: ____

1. Carlos had 9/10 yard of ribbon and used 2/10 for a project. How much ribbon remains?
   Answer: ____

1. In one sentence, explain how you solved one of the problems.

Session 3 Teacher Script

Slide 1: Session 3: Solving Fraction Word Problems
Teacher says: “Hello and welcome to our third Fraction Rescue session! Today we’re going to apply our fraction skills to real-world word problems. We’ll use addition and subtraction with like denominators, model with fraction strips or number lines, and explain our thinking in words and diagrams. Ready? Let’s begin!”

Slide 2: Session Objectives
Teacher says: “By the end of our session, you will be able to:

1. Solve real-world problems using addition and subtraction of fractions with like denominators.
2. Model each problem with fraction strips or number lines.
3. Explain your reasoning clearly with diagrams and words.”
   Teacher pause: “Great! Let’s warm up.”

Slide 3: Warm-Up
Teacher says: “Here’s our warm-up problem on the board:

“Jordan baked 5/8 of a pie and gave 2/8 to a friend. How much does he have left?”

1. First, restate the problem in your own words.
2. Then solve it mentally or with a quick sketch.

You have 30 seconds—go!”
(After 30 seconds)
Teacher says: “Time’s up! Who can restate the problem?”
(Student restates.)
Teacher says: “Excellent. What’s the answer?”
(Student answers 3/8.)
Teacher says: “Right! 5/8 − 2/8 = 3/8. Jordan has 3/8 of a pie left.”

Slide 4: Guided Modeling
Teacher says: “Now let’s work a two-step problem together.

“A recipe uses 3/7 cup of sugar and 2/7 cup of flour. How many cups total?”

Teacher thinks aloud:

• “I read that both amounts have the same denominator, 7.
• I grab a 3/7 strip and a 2/7 strip.
• I place them end to end and see they cover 5/7 of a cup.
• So the answer is 5/7 cups.”

Teacher says: “Notice how the strips help me see the sum. Let’s apply that on our worksheet.”

Slide 5: Main Activity
Teacher says: “Please take out the Fraction Word Problems Worksheet. You’ll solve three word problems. For each:

1. Model with fraction strips or a number line.
2. Write one sentence explaining your reasoning.

You have six minutes—begin now.”
(Circulate, prompt: “Which model shows your answer?” or “Can you talk me through your sentence?”)

(After six minutes)
Teacher says: “Time’s up! Let’s share one example. Who would like to share Problem 1? Tell us how you modeled it and what you wrote.”
(Student shares.)
Teacher says: “Great! You showed 3/8 + 2/8 = 5/8 with strips and wrote clear steps. Well done!”

Slide 6: Reflection & Discussion
Teacher says: “Now let’s reflect together.

• Which problem felt easiest? Why?
• Which was hardest? Why?
• How did your visual model help you solve each problem?”
  (Invite responses, follow up: “Can you point to the part that helped you most?” or “What would you do differently next time?”)

Slide 7: Exit Ticket
Teacher says: “Finally, here’s the Fraction Word Problems Exit Ticket. You have one minute to solve two quick word problems and write one sentence explaining one solution. Begin now!”
(After one minute)
Teacher says: “Time’s up! Please hand me your exit tickets. Thank you for your hard work today. I’ll review your answers and we’ll keep building these skills. Fantastic job!”