Question: A 4th grader states: 4/ 5 and 8 /9 are equivalent fractions because you can add 4 to the numerator and denominator of 4/

A 4th grader states: " 4/ 5 and 8 /9 are equivalent fractions because you can add 4 to the numerator and denominator of 4/ 5 and get 8 /9 as a result." As a teacher, what might you say or do to clarify mathematically why adding 4 to the numerator and to the denominator is an incorrect strategy for finding an equivalent fraction?

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