# Fractions

## Objective

Partition a whole into equal parts, identifying and counting unit fractions using concrete tape diagrams (i.e., fraction strips).

## Common Core Standards

### Core Standards

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• 3.G.A.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.

• 3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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• 2.G.A.3

## Criteria for Success

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1. Partition a length model into fractional units by creating fraction strips (MP.5).
2. Understand that the fractional unit when a whole is partitioned into 8 parts is eighths.
3. Count unit fractions up to a whole.
4. Given a shape that resembles fraction strips, determine the fraction it represents (e.g., a fraction strip with 4 parts, 3 of which are shaded, represents 3 fourths).
5. Determine whether a model represents equal sharing/fractions and explain why or why not (MP.3).

## Tips for Teachers

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• The following materials are needed for today's lesson: 5.5" by 1" strips of paper 8.5" strips of paper Strips of paper of a different length

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

Subway has a giant sub. How would you split up this sandwich so that each person gets an equal serving if it needs to serve:

1. 2 people
2. 3 people
3. 4 people
4. 6 people
5. 8 people

### Problem 2

Create fractions strips to represent each of the following fractional units:

1. Halves
2. Fourths
3. Eighths
4. Thirds
5. Sixths

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 6 > Topic A > Lesson 2Concept Development

Grade 3 Mathematics > Module 6 > Topic A > Lesson 2 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

### Problem 3

Noah believes the shape below represents 3 eighths. • Explain why Noah is incorrect in his reasoning.
• Draw a correct model to represent 3 eighths.
• Explain why your model is correct.

## Problem Set & Homework

#### Discussion of Problem Set

• If the size of the whole stays the same, what happens as you partition it into more and more parts?
• What is the relationship between the number of equal parts and the name of the fraction?
• What strategies did you use for folding different fractional parts? What is the relationship of halves to fourths? Of halves to eighths?
• What is the relationship of thirds to sixths?
• What is the relationship of halves, fourths, and eighths to thirds and sixths?

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### Problem 1

Build a model of the unit fraction below with a new piece of paper. Then, trace the shape you made below, drawing partitions to show the fractional units.

1 eighth

### Problem 2

Identify which of the following shapes is partitioned into thirds. Then explain how you know. #### References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic A > Lesson 2Exit Ticket, Question #1

Grade 3 Mathematics > Module 5 > Topic A > Lesson 2 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

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