The students draw a rectangle 6 cm by 4 cm and shade 3/4 as shown in the diagram.  The students make six copies. Then they subdivide the various copies “vertically” to produce a range of equivalent fractions. Here are four examples:

These examples show 3/4 = 12/16 = 24/32 = 15/20 = 9/12= …

Collect and write all the different correct answers from the students on the board or modelling book. Discuss ordering them. Use this to spot any missing ones, and get the students to draw them. For example, if 18/24 is missing, the students need to draw this by splitting the original rectangle into six equal pieces vertically.

Find the missing numbers equal to3/4 by looking for patterns:

3/4 = 6/8 = 9/12 = 12/ 16 = 15/ 20 = 18/24 = 21/? = 24/? = … ?/48 ...

Find the missing numbers for fractions equal to:

3/4 = ?/80, 3/4 = 300/? ...

Make drawings to find equivalent fractions to 2/3.

Find the missing numbers:2/3 = 4/6 = 6/ 9= 8/? = 10/? = ?/18 = … = ?/30 = 200/?