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Not gambling... you don't want to create a bad habit... The child will grow up understanding them and will not need to "memorize" terms like "Equivalent", "equals", "Probability", "Chance" later on. into geometric shapes with plastic cutters, etc. You can bake them after they are shaped up... ..) and discuss the kinds of things that are familiar or different. But, "No!" it is one fourth. The "th" which makes a soft "thuh" sound may sound silly or like you are not speaking clearly. Explain the sound of a "four" compared to a "fourth" as simply as possible (not even mentioning the spelling for a young child). Don't try to make them say "thuh" -- if it may be too hard to make that sound, just explain lightly and quickly! Move on to more simple, fun activities, of course...    {"smallUrl":"https:\/\/www.wikihow.com\/images\/thumb\/a\/ac\/Play-Simple-Learning-Activities-with-Your-Child-at-Home-Step-25.jpg\/v4-460px-Play-Simple-Learning-Activities-with-Your-Child-at-Home-Step-25.jpg","bigUrl":"\/images\/thumb\/a\/ac\/Play-Simple-Learning-Activities-with-Your-Child-at-Home-Step-25.jpg\/aid687910-v4-728px-Play-Simple-Learning-Activities-with-Your-Child-at-Home-Step-25.jpg","smallWidth":460,"smallHeight":345,"bigWidth":"728","bigHeight":"546","licensing":"<div class=\"mw-parser-output\"><p>License: <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\">Creative Commons<\/a><br>\n<\/p><p><br \/>\n<\/p><\/div>"} Say "'One out of four' or 'one of the four' equal parts of pizza" (for example) to be clear in grouping parts as fractions of a larger thing which is very different in meaning from "one group of four things" which are not in that case being interpreted to represent fractions. This should be explained and understood clearly after the child is getting the idea.   See fractions as pieces of the "same size of circle": Make them carefully.  Draw dividing lines for equal fractions across from side to side, exactly through the center to make fractions of the circular pizzas. Out of one pizza circle, draw and cut 2 equal parts and say that each is called one half (not one, two). Later they can learn to write 1/2, but now it is probably oral, by word of mouth.  Use the second pizza shape to draw and cut 4 equal parts so that each is called one fourth (not one, four) and written as 1/4. Use the last circular pizza shape to draw and cut 8 equal parts called one eighth (not one, eight") and written as 1/8.    Allow (coach) the child to place 2 of "1/8" size on top of 1 of the "1/4" size to see that those quantities are equivalent. So 2/8 = 1/4 and also 1/4 = 2/8. Use pieces to lay on top of an equivalent larger piece as explained above. Or, lay the 1/4 on top of the 2/8 (made of 2 of 1/8 pieces). Celebrate a little for a getting and demonstrating the right answer... [ans 1/8 = one eighth]. 2 pieces of the 8? 2/8 = ??? [ans 1/4], 3 pieces out of 8 equal pieces  is called ??? [ans 3/8 = three eighths] and 4 pieces makes 4/8 = four eighths = regroups to make what? [ans 1/2 = one half]  Have him or her prove it with equivalent pieces. Smile and laugh and do a dance when it is done. Have him or her prove it with the pieces. Smile and laugh and do high fives. as a reward. Say, "Prove it!"  Smile, laugh -- and shout, "Hey! Right!" or something to celebrate.See fractions as pieces of the "same size of shape": Now redo all of the pizza math from above... Squares have all four sides equal and all corners are 90 degrees, called right angles. Why are they called right angles? Well, if the angle of a building's walls compared to its "level" floor is not 90 degrees, then that would not be right! It would not stand "upright". If a building has "plumbed" walls (perfectly vertical) and level floors and ceilings (perfectly horizontal) then that is usually what is wanted: so that is "Right!", ie: not wrong... That's where the word comes from. Be careful to divide it into equal rectangles. Rectangular shapes have different length compared to the width. Divide the candy bar in equal pieces as before.
Flip 1 coin and talk about heads and tails and that 1 out 2 ways that it can be is another way to say "one half" (half of the time). Use actual math terms. Form food - cookies or bread, sandwiches, etc. Go to museums and count the relics in a showcase and discuss the characteristics (size, color, purpose, how things work,. Realize that a child may think that when you say "1, 4th" that you mean "one, four" ("one of the number called four"). Cut three or more large pieces of cardboard into equal round shapes like a pizza. Have the child prove (show) the concept of equivalent fractions with the pieces. Ask what is one piece out of all 8 called? Ask which is "greater" 1/8 or 1/4 (from the same object, or of the same sizes of objects). Ask which is "less" 1/2 or 1/4. Use square pizzas. Use another shape like a rectangular cake. Use a long bar like a bar or strip of candy or other food.