The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example. Part (c) should be approached as a discussion before students are asked to write an explanation. Students can talk generally about the relationship between the pictures ("Each of the larger pieces is broken up into 3 little pieces"), which can then be refined and connected to the appropriate operations ("There are three times as many smaller pieces as bigger pieces"). Students will need more opportunities to think about fraction equivalence with different examples and models, but this task represents a good first step. Aligns with 4.NF.A.1.