Identify fractions in a whole that is not partitioned into equal parts.
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Too often, when students are asked questions about what fraction is shaded, they are shown regions that are portioned into pieces of the same size and shape. The result is that students think that equal shares need to be the same shape, which is not the case. On the other hand, sometimes visuals do not show all of the partitions” (Van de Walle, Teaching Student-Centered Mathematics, Grades 3–5, vol.2, p. 211). Thus, this lesson tries to address both of these potential misconceptions and deepen students’ conceptual understanding of fractions. Having students explain what it meant by “equal parts” also provides opportunities for students to attend to precision (MP.6) (NF Progression, p. 7).
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Start with a square sheet of paper and make folds to construct a new shape. Explain how you know the shape you constructed has the specified area.
Paper Folding is made available by youcubed under the CC BY 4.0 license. Accessed March 29, 2019, 12:31 p.m..
Modified by The Match Foundation, Inc.Below is an image of a tangram set. Determine what fraction of the overall set each shape is.
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Are each of the fractional pieces below $$\frac{1}{2}$$? Explain why or why not.
Determine the fraction of the whole each piece represents.
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