| Code |
Description |
| MA.3.FR.1.1: | Represent and interpret unit fractions in the form 1/n as the quantity formed by one part when a whole is partitioned into n equal parts.Clarifications:
Clarification 1: This benchmark emphasizes conceptual understanding through the use of manipulatives or visual models.
Clarification 2: Instruction focuses on representing a unit fraction as part of a whole, part of a set, a point on a number line, a visual model or in fractional notation.
Clarification 3: Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12. |
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| MA.3.FR.1.2: | Represent and interpret fractions, including fractions greater than one, in the form of as the result of adding the unit fraction to itself m times.
Clarifications:
Clarification 1: Instruction emphasizes conceptual understanding through the use of manipulatives or visual models, including circle graphs, to represent fractions.
Clarification 2: Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12.
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| MA.3.FR.1.3: | Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form.Clarifications:
Clarification 1: Instruction focuses on making connections to reading and writing numbers to develop the understanding that fractions are numbers and to support algebraic thinking in later grades.
Clarification 2: Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12.
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This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Unit Fractions: | Students divide a hexagon into two, three, and six equal parts and write the unit fraction representing each part. |
| Two Equal Parts: | Students divide figures into two parts, each having the same area, and write the unit fraction representing each part. |
| Which Shows One Third?: | Students are shown three circles and asked to select the one that correctly shows one third shaded and explain why the other two do not. |
| What Does One Fifth Mean?: | Students are shown the fraction one fifth and asked to describe what it means. |
| Three Quarters Of The Race: | Students are read a word problem about a student who has run three-fourths of a race and asked to describe what that means. |
| Painting A Wall: | Students are read a word problem about a wall being painted and asked to describe what three-eighths of the wall means. |
| How Many Fourths Are In Two Wholes?: | Students are asked to divide two rectangles into fourths and then to consider how many fourths the two wholes represent. |
| Halves of an Irregular Polygon: | Students partition an irregular hexagon into two equal parts and describe each part using a unit fraction. |
| Four Parts of the Whole: | Students partition a rectangle into four equal parts and describe each part using a fraction. |
| Name |
Description |
| Mystery Strips - Fractional Parts of the Whole: | This problem-solving lesson has students working together in groups to discover that fractions are made up of equal parts of one-whole. In this lesson, students are exposed to equivalent fractions as well as challenged to work beyond unit fractions to discover the fractional part of one-whole that the "mystery strips" represent. This highly engaging lesson takes into account all levels of learners and will challenge even your most advanced students. |
| Parts of a Whole: | In this lesson, students will recognize a whole partitioned into equal parts and represent the unit fraction as 1/b. Students will learn to represent one equal-sized piece (numerator) of the partitioned whole (denominator) as a number in standard, numeral-word, and word form. |
| Fraction Action!: | This lesson will help students understand that fractions are parts of a whole. The lesson introduces fractional parts using familiar manipulatives. |
| Discovering Fractions: | In this lesson students will make initial discoveries about fractions. Students will work together to explain and record the discoveries they make while using manipulatives to explore fractions. |
| The Human Number Line: | In this lesson, students will create a human number line by estimating a fraction's approximate location on the number line between zero and one. This lesson helps students visualize fractions’ relative distance from 0 in order to order and compare fractions and engages them in justifying their thinking. |
| Fraction Name Art: | This lesson is designed to introduce and give students practice with the concept of fractions as part of a set. Students will use their classmates to create fraction statements, play a guessing game with color tiles, and finally write fractional statements about their own Name Art! |
| Would You Rather?: | This lesson is designed to help students generate rules for comparing fractions. The students will use fraction tiles to discover ways to compare fractions with the same denominator or fractions with the same numerator. They will also begin to use benchmark fractions to help make comparisons and complete inequalities. |
| The "Whole" Deal: | In this lesson, students will extend their understanding of unit and non-unit fractions by using different pattern blocks to represent one whole and then determining the fractional part the other pattern blocks represent. |
| Fractions Meet Pattern Blocks: | Students will identify the fractional parts of a whole using pattern blocks. There is a focus on unit fractions. |
| Symmetrical Solutions: | Students will use paper cutout and geoboards to find and create lines of symmetry. Students will have the opportunity to work with a partner and independently. |
| Who has more? Using the size of the fractional part to compare.: | Students explore how they can compare fractions by considering the denominator. Students use real world examples to create models and demonstrate that the size of the piece decreases as the denominator increases. |
| Making our own fraction manipulatives!: | Students will make and use a set of fraction manipulatives including whole, halves, fourths, and eighths to represent parts of a whole. They may be used later to discover fraction relationships. |
| Fraction Folding - Part 2: | Students will use foldables to create and name fractions. Students will sing a song to learn the terms numerator and denominator. Students will identify how many unit fractions compose a fraction. |
| Comparing and Placing Unit Fractions on a Number Line: | In this lesson, 3rd grade students will compare fractions which have the same numerator and explain their reasoning. The students will be able to compare the fractions by correctly placing them on a number line. |
| Fraction Folding-Part 1: | In this lesson, students will build the understanding of unit fractions. They will differentiate examples and non-examples of fractional parts of squares. They will label unit fractions and describe unit fractions as those that “build” other fractions. |
| Name |
Description |
| Representing Half of a Circle: | This task continues "Which pictures represent half of a circle?" moving into more complex shapes where geometric arguments about cutting or work using simple equivalences of fractions is required to analyze the picture. In order for students to be successful with this task, they need to understand that area is additive. |
| Geometric pictures of one half: | This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal. In order for students to be successful with this task, they need to understand that area is additive. |
| Money in the piggy bank: | This task is designed to help students focus on the whole that a fraction refers. It provides a context where there are two natural ways to view the coins. While the intent is to deepen a student's understanding of fractions, it does go outside the requirements of the standard. |
| Naming the Whole for a Fraction: | The goal of this task is to show that when the whole is not specified, which fraction is being represented is left ambiguous. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Representing Half of a Circle: | This task continues "Which pictures represent half of a circle?" moving into more complex shapes where geometric arguments about cutting or work using simple equivalences of fractions is required to analyze the picture. In order for students to be successful with this task, they need to understand that area is additive. |
| Geometric pictures of one half: | This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal. In order for students to be successful with this task, they need to understand that area is additive. |
| Money in the piggy bank: | This task is designed to help students focus on the whole that a fraction refers. It provides a context where there are two natural ways to view the coins. While the intent is to deepen a student's understanding of fractions, it does go outside the requirements of the standard. |
| Naming the Whole for a Fraction: | The goal of this task is to show that when the whole is not specified, which fraction is being represented is left ambiguous. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| Representing Half of a Circle: | This task continues "Which pictures represent half of a circle?" moving into more complex shapes where geometric arguments about cutting or work using simple equivalences of fractions is required to analyze the picture. In order for students to be successful with this task, they need to understand that area is additive. |
| Geometric pictures of one half: | This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal. In order for students to be successful with this task, they need to understand that area is additive. |
| Money in the piggy bank: | This task is designed to help students focus on the whole that a fraction refers. It provides a context where there are two natural ways to view the coins. While the intent is to deepen a student's understanding of fractions, it does go outside the requirements of the standard. |
| Naming the Whole for a Fraction: | The goal of this task is to show that when the whole is not specified, which fraction is being represented is left ambiguous. |
