Unit A

Use proportional reasoning to make reasonable estimates

Fraction Learning Pathway

Curriculum Connections

UNIT A Use proportional reasoning to make reasonable estimates
Grade Curriculum Expectations
1
  • divide whole objects into parts and identify and describe, through investigation, equal-sized parts of the whole, using fractional names (e.g., halves; fourths or quarters).
2
  • determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts (e.g., a paper plate divided into fourths has larger parts than a paper plate divided into eighths) (Sample problem: Use paper squares to show which is bigger, one half of a square or one fourth of a square.).
2
  • compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole).
3
  • divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation.
4
  • compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional parts (e.g., 45 is greater than 35 because there are more parts in 45; 14 is greater than 15 because the size of the part is larger in 14 );
4
  • compare fractions to the benchmarks of 0, 12 and 1 ( e.g., 18 is closer to 0 than 12; 35 is more than 12);
6
  • represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools and using standard fractional notation;