This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Partitioning Number Lines in the Neighborhood: | Learn about unit fractions and how to partition number lines to plot unit fractions' locations. Join Nik, Natalia, and their neighborhood friends on a number line fraction finding adventure in this interactive tutorial. |
| Fraction Camp! Fractions Greater Than 1 on a Number Line: | Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial. |
| Nature Walk: Fractions Less Than 1 on a Number Line: | Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial. |
| Finding Fractions at Camp: Fractions on a Number Line: | Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial. |
| Lesson 22 Video: MEA Animal Meal Planning Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.
|
| Lesson 22 Video: MEA Animal Meal Planning: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.
In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Sharing With Fractions: | Learn to name or identify fractions, especially unit fractions, and justify the fractional value using an area model in this pizza-themed, interactive tutorial. |
| Equal Fractions in Disguise: | Learn how different-sized fractional parts can represent the same amount of a whole, different-sized fractional parts in different orientations can represent the same amount of a whole, and a number line can be used to represent fractional parts of a whole in this interactive tutorial. |
| Name |
Description |
| 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. |
| Four Fourths: | Students are given a number line scaled by fourths and ask to label the notches. |
| Generating Equivalent Fractions: | Students are given a familiar fraction and asked to generate an equivalent fraction justifying their reasoning. |
| 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. |
| Comparing Fractions: | Students compare two pairs of fractions and record their comparisons using the less than or greater than symbols. |
| The Cake Problem: | Students compare two fractional parts of two different wholes. |
| Equivalent Fractions: | Students determine whether or not fractions are equivalent. |
| Four-Sixths on the Number Line: | Students are asked to use a number line that includes the location of zero and one-sixth to find the location of four-sixths. |
| One-Third on the Number Line: | Students are given four number line diagrams and asked to choose the one that correctly shows the location of one-third. |
| Five-Eighths on the Number Line: | Students are asked to locate five-eighths on a number line that has been anchored by zero and one, but that has not yet been scaled. |
| Three-Fourths on the Number Line: | Students are asked to scale a number line from zero to one so that they can find the location of three-fourths. |
| Name |
Description |
| Fraction Flyers : | Students will represent fractions between zero and one by completing a number line of their own. Students will use their understanding of fractions between zero and one to design their own number line. Students will then communicate their understanding of representing fractions on a number line through a written proposal. |
| Happy Feet!: | In this chocolately delicious lesson, your students will enjoy learning how to compare fractions and use that mathematical knowledge to create an inventory for a new local shoe store, Happy Feet Footwear. They will also write to express their opinions and provide reasons to justify their opinions.
This lesson suggests using "The Hershey's Milk Chocolate Fraction Book" to help students manipulate and compare fractions and have a great time doing so! What student wouldn't like to use chocolate to help him/her learn? Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| 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 use area models to partition a whole into equal parts and record the associated fractions that represent the part/s. Students will determine and explain whether or not a given fraction and an area representation match. Various shapes will be used for the area models. |
| Fraction Action!: | This lesson will help students understand that fractions are parts of a whole. The lesson introduces fractional parts using familiar manipulatives. |
| Represent and Write Fractions: | Students will demonstrate their understanding of representing and recording fractions using pictures, manipulatives and numbers through an interactive problem solving scenario. Students will create a "picture pie" as an introduction to fractions and also will demonstrate the connection to the numerical form of a fraction and the picture form in a mix-match-mingle game. |
| The Pizza Exchange: | The students will receive paper pizzas that are divided into different fractional parts. They will decorate their pizza, and then make equal trades with classmates to explore equivalence of fractions. |
| Fraction Face Off: | In this lesson, students will become familiar with comparing fractions and play a "war" game with fractions. |
| 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: | This lesson uses a human number line to help students estimate a fraction's approximate position on the number line between zero and one. It also helps students visualize and understand the relative size of fractions, preparing them to be able to make comparisons. |
| 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: | This is an introductory fraction lesson designed to reinforce the idea that fractions are equal parts of one whole. The students will use different pattern blocks as their whole to increase their understanding of fractions in a variety of different representations. |
| Would you rather have?: | Would you rather have 2/4 or 6/12 of a Hershey Chocolate Bar? The students will create a fraction tool kit from construction paper to investigate equivalent fractions using rectangular area models. |
| "What's the part? What's the whole?": | This lesson provides a conceptual approach to multiplying a fraction times a whole number and a whole number times a fraction. Students are to use an understanding of the meaning of the denominator and numerator to figure out a strategy for finding the solution. |
| Fract-o-Bot: | The students will be able to show a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. The students will be able to show understand a fraction a/b as the quantity formed by a parts of size 1/b. The students will create Fract-O-Bots to meet these two standards and learn about fractions. |
| Fractions Meet Pattern Blocks: | Students will identify the fractional parts of a whole using pattern blocks. There is a focus on unit fractions. |
| Fraction Counting Book: | Students will make a book of fractions by counting by a specified denominator. They will represent the fractions as pictures, in number form, word form, and on a number line. |
| 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. |
| Interactive Fraction Number Lines: | In this lesson students make number lines out of sentence strips to plot, order, and compare fractions with the same denominators. |
| 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. |
| Match My Fraction: | The students will use pattern blocks to demonstrate fractions and equivalent fractions. They begin by finding and modeling equivalent fractions with pattern blocks, then they are asked to match cards to show the equivalent fractions. |
| Cooking with Fractions: | In this lesson, students will examine real-world recipes and determine if the fractions are less than one or greater than one. Fractions and ingredients are recorded on a chart within the groups. Games are mixed in to make learning interactive and engaging. |
| Comparing Fractions: | In this lesson, students will demonstrate their understanding of comparing fractions with the same denominator through engaging problem solving. Students will plot fractions on a numberline, play fraction war and complete a worksheet. |
| Comparing Fractions with Brownies: | Students will demonstrate their understanding of comparing fractions with the same numerator through engaging problem solving using real-world application with brownies as a model. Students will be actively engaged in a fraction war game and "would you rather have" statements to solidify their understanding of comparing fractions with the same numerator. |
| Fractions on a Number line: | In this lesson, students will place fractions on a number line and identify equivalent fractions. Students will explain the definition of equivalent fractions. |
| Equivalent Fractions: It Means the Same: | In this lesson, students will use fold papers to create models to represent equivalent fractions. They will be able to identify representations of equivalence. |
| 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. |
| Equivalent Fraction Dominoes: | Students will identify equivalent fractions to 1/2 using manipulatives and determine what happened to the numerator and denominator when an equivalent fraction was formed. They will practice this idea by identifying equivalent fractions in a domino game. |
| Fraction Measuring With Cuisenaire Rods: | In this lesson, students will use Cuisenaire rods to measure lengths and generate equivalent fractions. This is a concrete way to introduce how to generate equivalent fractions by finding patterns in the numerators and denominators. |
| It's All About the Whole: | Students explore the concept of unit fractions. They make sense of the structure of a fraction and make generalizations about unit fractions, and then apply those generalizations when creating a whole from a unit fraction. |
| The Fraction String: | In this lesson students create a model of a number line using string and adding machine tape. Students discover how to partition the string into equal sections, and name the fractional pieces, including fractions greater than 1. |
| Twizzle the Fractions!: | In this food-themed lesson students work to understand why fraction comparisons must refer to the same whole to be valid. This lesson covers part "d" of standard MAFS.3.N.F.1.3. (In this standard there are parts a, b,and c.) |
| Name |
Description |
| 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. |
| Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
| Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
| Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
| Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
| Jon and Charlie's Run: | The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent and is most appropriate for instruction. |
| Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
| Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
| Which is Closer to 1?: | The purpose of this task is for students to identify which fraction is closest to the whole number 1. |
| Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
| 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. |
| Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
| Equivalent Fractions Pointer: | In this activity, students highlight portions of circles or squares that are equivalent to a given fraction. As the student highlights sections, a pointer on a number line between zero and one updates so they can see when they are close or equal to the given fraction. This activity allows students to explore equivalent fractions by making it necessary that each of the three fractions have a different denominator but have the fractions be equal. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Partitioning Number Lines in the Neighborhood: | Learn about unit fractions and how to partition number lines to plot unit fractions' locations. Join Nik, Natalia, and their neighborhood friends on a number line fraction finding adventure in this interactive tutorial. |
| Fraction Camp! Fractions Greater Than 1 on a Number Line: | Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial. |
| Nature Walk: Fractions Less Than 1 on a Number Line: | Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial. |
| Finding Fractions at Camp: Fractions on a Number Line: | Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial. |
| Lesson 22 Video: MEA Animal Meal Planning Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.
|
| Lesson 22 Video: MEA Animal Meal Planning: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.
In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Sharing With Fractions: | Learn to name or identify fractions, especially unit fractions, and justify the fractional value using an area model in this pizza-themed, interactive tutorial. |
| Equal Fractions in Disguise: | Learn how different-sized fractional parts can represent the same amount of a whole, different-sized fractional parts in different orientations can represent the same amount of a whole, and a number line can be used to represent fractional parts of a whole in this interactive tutorial. |
| Title |
Description |
| 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. |
| Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
| Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
| Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
| Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
| Jon and Charlie's Run: | The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent and is most appropriate for instruction. |
| Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
| Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
| Which is Closer to 1?: | The purpose of this task is for students to identify which fraction is closest to the whole number 1. |
| Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
| 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. |
| Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
| Equivalent Fractions Pointer: | In this activity, students highlight portions of circles or squares that are equivalent to a given fraction. As the student highlights sections, a pointer on a number line between zero and one updates so they can see when they are close or equal to the given fraction. This activity allows students to explore equivalent fractions by making it necessary that each of the three fractions have a different denominator but have the fractions be equal. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| 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. |
| Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
| Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
| Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
| Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
| Jon and Charlie's Run: | The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent and is most appropriate for instruction. |
| Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
| Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
| Which is Closer to 1?: | The purpose of this task is for students to identify which fraction is closest to the whole number 1. |
| Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
| 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. |
| Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
