1. Start by creating all of the one-color trains that are
as long as the orange-red rod

(i.e., the length of the orange and red rod placed end to end). Place all of
these

one-color trains beneath the orange-red rod.

2. Name the fractions that are represented by each of the
one-color trains. For

example, the two dark -green rods each represent ½, since two dark-green rods are

as long as orange-red, which represents one whole.

a. Purple Rod: ___________________

b. Light Green Rod: _________________________

c. Red Rod: ___________________________

d. White Rod: ______________________

3. Place a pencil on the set of rods, at the break in the
dark-green train that shows ½.

Follow down the pencil to identify other fractions that are equivalent to ½.

e. ½ = _________ = _________ = __________

4. Use a similar procedure to find all of the other
fractions that are equivalent to 1/3,

¼, 1/6, 2/3, and ¾. For each of these fractions , list all of the equivalent
fractions

5. Use the Cuisenaire Rods to show that 1/6 <1/3. Draw a
picture of your

Cuisenaire Rods below and explain how your picture demonstrates that 1/6 < 1/3.

6. How could you explain to a student that ¼ < 1/3, even
though 4 > 3?