The Fraction Unit involves the use of fractions to describe equal parts of a whole in order to answer questions such as:

• How can you tell that this circle has been split into fourths?

• Why is this a nonexample of a polygon that has been split into fourths?

• How can you use fraction words to count the equal parts of this paper strip? How can you use fraction words to count the equal parts beyond one whole?

• If the red trapezoid is one-fourth, what is one whole? How do you know?

• Suppose you really like pie. We have two identical pies one of which has been cut into fourths and one of which has been cut into halves. If you can only eat one piece of pie, which would you rather have—one-fourth or one-half? Why?

• How do you make sure all parts in your work are equal?

• Why do equal parts not have to be the same shape?

• Can you make fourths of a shape more than one way?

Math Concepts and Skills: 

The student recognizes and represents fractions and communicates how they are used to name equal parts of a whole.

The student:

• splits objects into equal parts and uses words to name the parts: halves, and fourths.

• explains that the more equal parts used to make a whole, the smaller the part; and the fewer the equal parts, the larger the part.

• counts fractional parts beyond one whole using concrete models and words and knows how many parts it takes to equal one whole.

• describes and generates examples and non-examples of halves, and fourths.