The data used for the qualitative analysis reported here were generated as part of a larger study to understand and characterize teacher practice related to engaging students in algorithmic thinking associated with the fraction operations of addition, subtraction, multiplication and division. This paper presents ways in which teachers used students' emergent ideas to leverage the use of equivalence as a tool, rather than a procedure, to support students as they work to develop algorithms for operating with fractions. [For the complete proceedings, see ED584829.]