http://www.vectorkids.com/vkfractions.htm

Given the number of total pieces and a circular area model, students name the fraction shown.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/level3.htm

Students pair a fraction written in fraction form with the equivalent fraction as an area model.

http://http://pbskids.org/cyberchase/games/equivalentfractions/

Given the number of total pieces and a circular area model, students name the fraction shown.

http://www.kidsolr.com/math/fractions.html

Given a collection/set, students identify the correct fraction. Some fractions are shown in simplest terms. Feedback is given.

http://www.kidsolr.com/math/fractions.html

Students use halves and thirds to create a whole pictorially. Feedback is given.

http://www.visualfractions.com/FindGrampy/findgrampy.html

“Grampy is hidden behind a hedge. Students identify the fraction, less than 1, at which “Grampy” is hidden. This activity may be difficult because it does not show tick marks for the hedge initially and requires a level of estimation and number sense. Descriptive feedback is given.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/level5.htm

Students name an equivalent fraction, less than 1, for the fraction of a circular area model shown. Feedback is given.

http://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html

Given a circular area model, students manipulate the virtual fraction to find and name an equivalent fraction. Descriptive feedback is given.

http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm

Students match equivalent fraction pairs from a selection of fraction cards as quickly as possible. There are 3 levels; at higher levels, the number of fraction cards increases. Feedback is given.

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/level4.htm

Students match fractions, less than and equal to 1, to segments on the number line. Feedback is given.

http://www.mathplayground.com/hm_fractions.html

Students identify fractions equivalent to unit fractions such as , and by moving a monster to “eat” equivalent fractions.

http://illuminations.nctm.org/ActivityDetail.aspx?ID=80

Given an area model, students divide 2 area models and shade sections of a whole to create equivalent fractions based on an initial generated fraction. The equivalent fractions are shown in a table for comparison. This activity is difficult for students who cannot computationally create equivalent fractions. Feedback is given.

http://www.teachertube.com/viewVideo.php?video_id=152052&title=Equivalent_Fractions

In this student-made video, a student explains how to determine whether two fractions are equivalent.

http://www.mrnussbaum.com/pizza_game/index.html

Students determine how many slices are equivalent to fill a pizza order, such as of a 12-slice pizza or of a 10-slice pizza, etc. Descriptive feedback is given.