Question 1: Using visual models, find the fraction equivalent to 1/2 shown in the diagram below. Explain your reasoning.

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Question 2: Construct a visual model that shows why 2/4 and 1/2 are equivalent. Use shading to illustrate your answer.

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Question 3: Look at the two visual models below showing different fractions. Identify which is incorrect and explain the common misconception displayed.

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Question 4: A student claims that shading half of a circle and shading a quarter of it twice are not equivalent. Use visual models to evaluate this statement and correct any misconception.

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Question 5: Identify the error in the visual model where a rectangle is divided into 8 equal parts, with 3 shaded, and the student claims this represents 3/8 but says it's not equivalent to 3/8. What mistake might they have made?

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Question 6: Using visual models, determine if 3/6 and 1/2 are equivalent. Show your reasoning with diagrams.

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Question 7: A diagram shows a shaded circle divided into 4 equal parts, with 2 shaded. Another diagram shows a rectangle divided into 8 parts, with 4 shaded. Are these visual representations equivalent fractions? Justify your answer.

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Question 8: Construct a visual model to show why multiplying the numerator and denominator by the same number gives an equivalent fraction. Use shading to illustrate your explanation.

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Question 9: A student tries to shade 3/4 of a rectangle but accidentally shades 6/8. They claim it's not equivalent. Use visual models to assess and explain the misconception.

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Question 10: Identify and correct the mistake in this visual model: a square divided into 5 equal parts, with 2 shaded, but the student writes the fraction as 2/5 and says it is not equivalent to 4/10.

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Question 11: Challenge: Construct a visual model to compare the fractions 5/10 and 1/2. Show that they are equivalent and explain your reasoning.

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