Present the brown rod, which is 8 centimeters. Assign it the value of "1," or the "whole." Ask students what fraction represents the number "1" (1/1). Illustrate "1" as a fraction by stacking two brown rods on top of each other. Explain that the top rod shows the numerator and the bottom rod shows the denominator.
Explain that equivalent fractions are equal in value. When showing equivalent fractions with Cuisenaire rods, each denominator is the same length as the whole. Ask students, "If the brown rod represents the whole, which other rods could be used to represent an equivalent fraction?" Give students one or two minutes to explore with their rods, lining up other rods under the brown one to make a line the same length as the brown rod (eight whites, four reds or two purples work).
Line up eight white Cuisenaire rods beneath the brown rod. Ask students if the two lines of rods are the same length. Confirm that they are, then explain that next you will show two examples of equivalent fractions. Remove the brown rod and replace it with two white rods. Explain that it illustrates the fraction 2/8, with the top line of rods being the numerator and the bottom line of rods the denominator. Ask students to show the same fraction on their workspace.
Create an equivalent fraction to 2/8 by lining up four red rods beneath the eight white rods, and one red rod beneath the two white ones, keeping them the same length. Looking only at the red Cuisenaire rods, ask student what fraction it represents (1/4). Explain again that the fractions are equivalent because both the numerator and denominator are the same length. Ask students to show 2/8 and 1/4 on their workspace.
Practice with other values until students are comfortable creating fractions with Cuisenaire rods. Show the fraction 4/8 with white rods and ask students to create two equivalent fractions. Students should use red rods to create 2/4 and purple rods to create 1/2.