Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form.

### Examples

The fraction written in word form is four-thirds and in numeral-word form is 4*thirds*.

### 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.

General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**3

**Strand:**Fractions

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is for students to describe fractions in different ways.- This benchmark builds precise vocabulary for describing fractions. When students describe $\frac{\text{4}}{\text{3}}$ as 4 thirds, they build understanding that the fraction represents 4 parts that are each one-third in size
*(MTR.2.1).* - It is also the expectation of this benchmark that students represent fractions greater than one as mixed numbers in word and numeral-word form
*(MTR.2.1).* - During instruction, teachers should model and expect precise vocabulary from students to describe fractions
*(MTR.4.1).*

### Common Misconceptions or Errors

- Students can misinterpret fractions as two numbers that are being compared (e.g., reading “1 over 2” instead of one-half). The use of precise vocabulary helps them understand that a fraction is a representation of one number.
- Students can misinterpret that a fraction always models part of one whole. Exceptions to this misconception are fractions greater than one or fractions represented on number lines and in sets of objects.

### Strategies to Support Tiered Instruction

- Instruction includes opportunities for practice in naming fractions correctly in multiple ways. Students use a chart to correctly name fractions. To increase appropriate terminology for naming fractions, students use visual representations with the naming of the fractional parts, as well as build fractions with models as well as number lines.

- For example, students model or build $\frac{\text{3}}{\text{4}}$

- Teacher asks, “How can we describe this fraction model?” while guiding students to the understanding that $\frac{\text{3}}{\text{4}}$ is 3
*fourths*or 3 of the $\frac{\text{1}}{\text{4}}$ pieces. The use of precise vocabulary helps them understand that the same number can be represented by different visual models and different verbal expressions. - Instruction includes opportunities to practice naming fractions correctly in multiple ways
with concrete materials and models.
- For example, students partition a shape or paper into halves. The teacher asks “What do you notice about the pieces? What do we call each piece? How can we write what one piece of the shape is worth with a fraction?” Instruction involves the vocabulary of numerator and denominator. Students are prompted to use the language of one half and then connect that to the standard form. The use of precise vocabulary helps students understand that a fraction is a representation of one number.

### Instructional Tasks

*Instructional Task 1*

- Part A. Reynaldo says that the fraction $\frac{\text{8}}{\text{7}}$ is written as 8
*sevenths*. Jonathon says that the fraction $\frac{\text{8}}{\text{7}}$ is written as 7*eighths*. Who is correct? - Part B. What is another way to represent $\frac{\text{8}}{\text{7}}$? Draw a model or write an equation.

### Instructional Items

*Instructional Item 1 *

- Select all the ways to represent 8/3
- a.
*Eight thirds* - b
*. 8 thirds* - c
*. 3 eighths* - d
*. Two and two thirds* - e
*. Three and two thirds*

- a.

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*

## Related Courses

This benchmark is part of these courses.

5012050: Grade Three Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))

7712040: Access Mathematics Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))

5012055: Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

## Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

MA.3.FR.1.AP.3: Read and generate fractions, less than or equal to a whole, using standard form.

## Related Resources

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## Lesson Plans

## Perspectives Video: Teaching Ideas

## Student Resources

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## Parent Resources

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