North Carolina State Standards:

NC.3.NF.1- Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;

• Explain that a unit fraction is one of those parts.
• Represent and identify unit fractions using area and length models.

NC.3.NF.2- Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models.

• Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.
• Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.

NC.3.NF.3- Represent equivalent fractions with area and length models by:

• Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths.
• Explaining that a fraction with the same numerator and denominator equals one whole.
• Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

NC.3.NF.4- Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.

In this unit, students will begin to develop their conceptual understanding of fractions, equivalence, and comparisons. They will develop an understanding of unit fractions and the meaning of the numerator and denominator, while working with denominators of 2, 3, 4, 6, and 8. They will begin breaking wholes into fractions, such as one whole can be represented as 3/3.

Then students will discuss how 3/3 can be decomposed (broken apart) into unit fractions 1/3 + 1/3 + 1/3. Students will learn the following foundational understandings about fractions:

• explore the meaning of fractions and develop an understanding that fractions are numbers
• fractional parts must be equal sized
• as the number of pieces increase the size of the piece decreases the size of a fractional part is relative to the whole
• the denominator represents the number of equal parts
• the numerator counts the number of equal parts

Students will also label and draw fractions using visual models and number lines. Within this unit, students focus on understanding equivalence and how to represent equivalence with fractions. This unit also focuses on building students’ ability to compare fractions with the same numerator or the same denominator by reasoning about the size of the fraction. This work focuses around comparing fractions from the same sized whole by reasoning about their size using models. Students will use the symbols >, <, and = to explain the comparison they are making between two fractions.

Unit 7 Student Handouts

Whole Number Fraction Videos