1. Use our definition of fractions and the math drawings below to give a detailed conceptual explanation for why of a ribbon is the same amount of ribbon as 23 2 X 4 3 X 4 of the ribbon. Discuss how to use the math drawings to explain the process of multiplying both the numerator and denominator of by 4. During the process, what changes and what stays the same? + 0 1 T 1 = 2. When you discuss the ideas of part 1 with students, they may find it confusing that in the math drawing, the fraction pieces are divided into 4 equal pieces, but in the numerical work, we multiply the numerator and denominator by 4. Address this confusing point by discussing what happens to the size of the pieces and what happens to the number of pieces when we create equivalent fractions.