Unit B

Equally partition area, linear and set models

Fraction Learning Pathway

Curriculum Connections

UNIT B Equally partition area, linear, and set models
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
  • represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered;
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
  • demonstrate and explain the relationship between equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern blocks) and drawings;
5
  • represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using standard fractional notation;
5
  • demonstrate and explain the concept of equivalent fractions, using concrete materials (e.g., use fraction strips to show that 34 is equal to 912);
5
  • determine and explain, through investigation using concrete materials, drawings, and calculators, the relationship between fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100) and their equivalent decimal forms (e.g., use a 10 x 10 grid to show that 25 = 40100, which can also be represented as 0.4).
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;
7
  • determine, through investigation, the relationships among fractions, decimals, percents, and ratios;
8
  • represent the multiplication and division of fractions, using a variety of tools and strategies;
9D
  • graph lines by hand, using a variety of techniques