Unit C

Partition unit fractions to create smaller unit fractions

Fraction Learning Pathway

Curriculum Connections

UNIT C Partition unit fractions to create smaller unit fractions
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.).
4
  • demonstrate and explain the relationship between equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern blocks) and drawings;
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);
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);
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;
6
  • determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions, decimal numbers, and percents
7
  • add and subtract fractions with simple like and unlike denominators, using a variety of tools and algorithms;
8
  • solve problems involving addition, subtraction, multiplication, and division with simple fractions.