Exploring Equivalent Fractions on the Number Line

The video tutorial explains equivalent fractions using a number line. It demonstrates how to divide a line into equal parts to locate fractions like one-third and two-sixths. By comparing two number lines divided differently, it shows that one-third and two-sixths are equivalent because they occupy the same position on the number line. The lesson concludes by emphasizing that equivalent fractions have different numerators and denominators but represent the same value when the whole is divided differently.

What does the entire length of the line represent?

• Three quarters

• A whole

• A quarter

• A half

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What is the purpose of dividing a line into parts?

• To represent different wholes.

• To confuse the concept.

• To find equivalent fractions.

• To make the line longer.

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How many equal parts is the line divided into to find one-third?

• Two

• Three

• Four

• Six

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How do we locate one-third on the number line?

• Label the end point as two-sixths.

• Divide the line into six parts.

• Move across one part.

• Move across three parts.

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What fraction represents moving across two parts on the second number line?

• 1/3

• 2/6

• 1/6

• 3/6

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What fraction is obtained by combining two copies of one-sixth?

• 1/3

• 3/6

• 1/6

• 2/6

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What demonstrates that one-third and two-sixths are equivalent?

• They have the same numerator.

• They represent different values.

• They are at the same point on different number lines.

• They have the same denominator.

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How are equivalent fractions found on the number line?

• By being at the exact same point.

• By having the same denominator.

• By being at different points.

• By having the same numerator.

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Why do equivalent fractions have different numerators and denominators?

• Because the whole is divided differently.

• Because they are not actually equivalent.

• Because they are on different number lines.

• Because they represent different values.

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What changes when the number of equal parts changes?

• The value of the whole.

• The concept of equivalent fractions.

• The fractions represented.

• The length of the number line.

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