Format
• Review equal parts
• Identify fractions as parts of whole
• Identify fractions as parts of a set
• Review fraction vocabulary, numerator, denominator
• Compare fractions with like denominators
• Put fractions with like denominators in order
• Equivalent fraction activity
• Identify equivalent fractions
Objectives
• Identify fractions as part of a whole or part of a set
• Compare and order fractions with like denominators
• Identify equivalent fractions
Standards Alignment
National Standards
CCSS.MATH.3.G.2 -- Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
CCSS.MATH.3.NF.3 b. -- Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS.MATH.4.NF.3 -- Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
State Standards
Ohio State Standards
Grade 3
Math
MP.4 Model with mathematics.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into
equal parts; understand a fraction a/b as the quantity formed by parts of size 1/b
3.NF.3 Explain equivalence of fractions in special cases and compare fractions by reasoning
about their size.
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction
of the whole
Grade 4
Math
MP.2 Reason abstractly and quantitatively
MP.8 Look for and express regularity in repeated reasoning
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the
same whole. Record the results of comparisons with symbols >, =, or <, and justify
conclusions, e.g., by using a fraction model.