Students use multiple representations and real-world contexts to support their development of the concepts related to fractions. Students start by representing fractions with fraction strips, then transition to number lines, then circle pieces and other area models and finally add a discrete model to their cadre of representations. Students then make connections and translate between these representations to compare, order, and find equivalent fractions. Students also look for patterns in repeated reasoning to develop strategies to add, subtract, and multiply fractions.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1.* | Represent fractions using area models (circle pieces, fraction strips, drawings) and number lines. |
| E2.* | Use words and numbers to name fractions. |
| E3.* | Recognize that the same fractional parts of different-sized unit wholes are not equal. |
| E4.* | Identify the unit whole when given a fractional part of a whole. |
| E5.* | Name and represent fractions greater than one as mixed numbers and improper fractions using models (fraction strips, circle pieces, number lines). |
| E6.* | Write number sentences from area models of fractions (e.g., 1/2 = 3/6, 1/3 + 1/3 = 2/3, 1/3 + 1/3 + 1/3 = 1/3 × 3). |
| E7.* | Make connections among representations of fractions including symbols, words, area models, and number lines. |
| E8.* | Find equivalent fractions using area models (circle pieces, fraction strips, drawings) and multiplication and division strategies. |
| E9.* | Compare and order fractions using area models, number lines, and one-half as a benchmark. |
| E10.* | Add and subtract fractions with like denominators using area models. |
| E11. | Multiply fractions by a whole number (e.g., 1/3 × 3 = 1, 2/3 × 6 = 1/3 × 6 × 2). |
| E12.* | Demonstrate fluency with the division facts for the 9s. |
| E13.* | Determine the unknown number in a multiplication or division sentence relating three whole numbers for the 9s facts. |
| * Denotes Benchmark Expectation | |