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Classroom Resources (10)

ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
[MA2019] (3) 15 :
15. Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.

a. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

b. Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.

Subject: Mathematics (3)
Title: Classroom Connection: Unit Fractions
URL: https://mpb.pbslearningmedia.org/resource/unit-fractions-math-3-video/classroom-connection/
Description:

In this Classroom Connection lesson video you’ll learn how to compare unit fractions and figure out which ones are greater than or less than the other.


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
[MA2019] (4) 15 :
15. Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

a. Decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations.

b. Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.

c. Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem.
[MA2019] (5) 11 :
11. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

a. Model and interpret a fraction as division of the numerator by the denominator (a/b= a ÷ b)

b. Use visual fraction models, drawings, or equations to represent word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers
[MA2019] (5) 15 :
15. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions and illustrate using visual fraction models, drawings, and equations to represent the problem.

b. Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.

c. Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.
Subject: Mathematics (3 - 5)
Title: Classroom Connection: Division and Unit Fractions
URL: https://aptv.pbslearningmedia.org/resource/division-and-unit-math-4-5-video/classroom-connection/
Description:

In this lesson video you’ll learn multiple ways to divide a number by a fraction; plus you’ll get actual examples to make this concept real.


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 15 :
15. Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.

a. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

b. Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.

[MA2019] (4) 15 :
15. Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

a. Decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations.

b. Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.

c. Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem.
[MA2019] (5) 15 :
15. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions and illustrate using visual fraction models, drawings, and equations to represent the problem.

b. Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.

c. Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.
Subject: Mathematics (3 - 5)
Title: Creating Equal Shares
URL: https://aptv.pbslearningmedia.org/resource/vtl07.math.number.ope.lpequal/creating-equal-shares/
Description:

In this lesson, students are asked to share certain numbers of objects among different numbers of people. They begin with unit fractions and move to divide multiple objects (a) among multiple people, (b) in which a < b, to produce fractions less than one. This CYBERCHASE activity is motivated by two video clips in which the CyberSquad has to share objects fairly in order to overcome obstacles and challenges assigned to them by Zeus as they try to recover Pandora's Box, which was stolen by their nemesis, Hacker.


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (4) 15 :
15. Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

a. Decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations.

b. Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.

c. Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem.
Subject: Mathematics (3 - 4)
Title: Number and Operations: Fractions
URL: https://aptv.pbslearningmedia.org/resource/f71593aa-f1a9-447c-852a-723c51fc2671/number-and-operations-fractions-4nfb3b/
Description:

In this interactive lesson, students will build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. They will understand a fraction a/b with a > 1 as a sum of fractions 1/b and decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. 


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
[MA2019] (3) 15 :
15. Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.

a. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

b. Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.

Subject: Mathematics (3)
Title: Classroom Connection: Who Ran Farther?
URL: https://aptv.pbslearningmedia.org/resource/who-ran-farther-math-3-video/classroom-connection/
Description:

Number lines show the distance between numbers, and you can also use number lines to solve math problems, like the one in this lesson from Classroom Connection. This video helps students locate a fraction on a number line and use fractional reasoning to compare distances on the number line. 


   View Standards     Standard(s): [ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (4) 15 :
15. Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

a. Decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations.

b. Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.

c. Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem.
Subject: Arts Education (2 - 4), Mathematics (3 - 4)
Title: Thiebaud's Cake Math
URL: https://www.nga.gov/education/teachers/lessons-activities/counting-art/thiebaud-elem.html
Description:

Students will analyze the painting, Cakes, by Wayne Theibaud.  They will practice fractions and paint a decorated cake.  


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

Subject: Mathematics (3)
Title: Fractions StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm
Description:

This classroom resource provides a video that explains that fractions represent part of a whole number. The video will introduce the terms numerator and denominator. After utilizing this resource, the students can complete the short quiz to assess their understanding.


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: Math + Arts: Musical Fractions
URL: https://aptv.pbslearningmedia.org/resource/eed81b50-9fac-4a24-bc78-b88cfee2f0e8/musical-fractions/
Description:

This is a free classroom resource from PBS.  Teachers will need to click on Procedure to access the full activity. 

There are three options for this lesson, depending on class needs and time available:

  1. Frame, Focus, and Reflection (view and discuss): students will watch segments from CyberChase that introduce or reinforce fraction concepts.
  2. Short hands-on activity: students will play a game with fractions.
  3. Project: students will explore fractions through rhythmic sequences.

   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (4) 13 :
13. Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

Example: a/b is equivalent to (n x a)/(n× b).
Subject: Mathematics (3 - 4)
Title: Find the Fractions!
URL: https://aptv.pbslearningmedia.org/resource/61bfa094-811c-4885-8631-0c37852824d1/61bfa094-811c-4885-8631-0c37852824d1/
Description:

In this "Cyberchase" video clip, Matt and Digit have a recipe for a "Mean, Green Antidote" that calls for 2/8 of a whole stone. Students will realize that the fractions 2/8 and 1/4 are equivalent.


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: Retrieving 2/8 of the Healing Stone
URL: https://aptv.pbslearningmedia.org/resource/vtl07.math.number.fra.retrieve28/retrieving-28-of-the-healing-stone-cyberchase/
Description:

The CyberSquad must make an antidote to a virus that has infected MotherBoard. One of the ingredients in the antidote is 2/8 of a Healing Stone. Matt and Digit locate the stone and notice that it is divided into four sections. Because they need to divide the stone into eight equal pieces, they learn about equivalent fractions.


ALEX Classroom Resources: 10

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