Task: A. Explain how to teach fourth-grade students the concept of equivalence when working with fractions with unlike denominators (finding equivalent fractions). 1. List at least three prerequisite skills to working with fractions with unlike denominators. 2. Explain how the concept of finding equivalent fractions could be introduced using manipulatives. 3. Describe the steps for finding equivalent fractions. 4. Describe how you would help students transition from concrete manipulatives to more representative paper-and-pencil problems. 5. Provide at least six equivalent fraction problems you would use to test whether students have transitioned from concrete manipulatives to representative paper-and-pencil problems. B. If you use sources, include all in-text citations and references in APA format.

Task: A. Explain how to teach fourth-grade students the concept of equivalence when working with fractions with unlike denominators (finding equivalent fractions). 1. List at least three prerequisite skills to working with fractions with unlike denominators. 2. Explain how the concept of finding equivalent fractions could be introduced using manipulatives. 3. Describe the steps for finding equivalent fractions. 4. Describe how you would help students transition from concrete manipulatives to more representative paper-and-pencil problems. 5. Provide at least six equivalent fraction problems you would use to test whether students have transitioned from concrete manipulatives to representative paper-and-pencil problems. B. If you use sources, include all in-text citations and references in APA format.