Singapore Math and Equivalent Fractions

Roxanne, a fourth grade teacher from Toledo, sent me this problem.  There is often more than one way to draw a solution to a problem.  I always just look for a solution that the students have labelled, can explain, and makes sense to them.

I could have also drawn a unit bar, divided into fifths, than divided each section into three parts.  That would have achieved the same thing.  I love having multiple, visual approaches--and of course, it aligns to the practice standards of the Common Core State Standards for Mathematical Practices!