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.

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.

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) 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.

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): [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.

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] (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.

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.