1 of 63

Grade 3-4 Mathematics: Fractions

EDUC 4933 X2

Specific Curriculum Outcomes:

Grade 3

N13: Students will be expected to demonstrate an understanding of fractions by:

Explaining that a fraction represents a part of a whole
Describing situations in which fractions are used
Comparing fractions of the same whole with like denominators

Grade 4

N08: Students will be expected to demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to:

Name and record fractions for the parts of one whole or a set
Compare and order fractions
Model and explain that for different wholes, two identical fractions may not represent the same quantity
Provide examples of where fractions are used

Virtual Manipulatives:

Math Playground. (2020). Math manipulatives. Retrieved from:

https://www.mathplayground.com/math_manipulatives.html

National Library of Virtual Manipulatives. (2020). Virtual manipulatives for number & operations, grades 3-5. Retireved from:

http://nlvm.usu.edu/en/nav/category_g_2_t_1.html

Publish Your Design. (2020). Virtual Lego Board. Retrieved from:

http://www.publishyourdesign.com/design

Toy Theater. (2020). Virtual manipulatives. Retrieved from:

https://toytheater.com/category/teacher-tools/virtual-manipulatives/

2 of 63

DAY 1

3 of 63

Today’s Learning Target

I can….

Show fractions in the real world
Explain that a fraction is a part of a whole

Identify the whole and parts of fractions
Explain that for two different wholes, two identical fractions may not represent the same amount

4 of 63

Click Me

5 of 63

What is a fraction?

6 of 63

Fractions represent:

A number of equal pieces that are part of...

A whole

7 of 63

8 of 63

Fractions in Our World

Find a partner or group of 3
Discuss examples of fractions you know of in the real world

Can you think of an example where for two different wholes, the same fraction can represent a different amount?

9 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

10 of 63

11 of 63

DAY 2

12 of 63

Today’s Learning Target

I can….

Recognize and explain equal parts of a region
Identify, model and explain numerators and denominators

Represent and explain numerators and denominators
Explain how denominators can be used to compare fractions with a numerator of 1

13 of 63

Sort the Pieces

Equal Parts

Not Equal Parts

or

14 of 63

Sort the Pieces

Same

Not the Same

15 of 63

16 of 63

Fraction Stations

In partners or groups of 3 visit each fraction station
At each station record the numerator, denominator, and fraction

Description of Activity - Fraction Stations

Students will explore representing denominators and numerators at a variety of stations
Using the Fraction Station worksheet (Appendix C) at each station students will:

Record the total number of pieces as the denominator
Record a number of specific pieces of their choice (ex. Blue marker, shaded puzzle pieces, spoons, etc.) as the numerator
Record the fraction those pieces represent

** Be sure to specify what your numerator is referring to**

Stretch Your Thinking

Grade 4 students will explain how the denominators can be used to compare two fractions with a numerator of 1.

**Making Stations at Home**

Parents can create a variety of stations for students to explore representing denominators and numerators (the possibilities are endless)
Appendix C offers a suggested list of stations (coloured tiles, puzzle pieces, crayons, cutlery, lego, snacks) but these can be changed to meet what you have available at home
Other possibilities: books, cups, shoes, food, stickers, toy cars,
There is no one right answer for this activity

17 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

18 of 63

19 of 63

DAY 3

20 of 63

Today’s Learning Target

I can….

Name and record a fraction based on its shaded/non-shaded regions

Represent a given fraction using pictures by shading parts of a whole object, region, or set

21 of 63

Entrance Slip

State the numerator, denominator and fraction for pizza removed
State the numerator, denominator, and fraction for the pepperoni pieces removed

22 of 63

The Fraction Game

Objective of game is to own the most circles
Roll dice to make a fraction
Shade in a circle to represent that fraction
Players conquer a circle when they shade more than HALF the circle

Description of Activity - The Fraction Game

(Appendix E)

Each pair needs one game sheet, one pair of dice, and two different coloured markers/coloured pencils
The object of the game is to “own” the most circles. A player may claim a circle when more than HALF has been coloured with their colour
Players roll one die to see who goes first
Player One then rolls the dice. The lower number represents the numerator, and the larger number represents the denominator.
Player One then colours in that fractional part of a circle
The players take turns rolling the dice, naming their fraction and colouring in the segments their own colour. A player may colour all of their roll in one circle or split the roll among more circles. A player may also colour in equivalent fractions such as ⅓= 2/6
A player may claim a circle as their own by putting their initials next to the circle when more than half of it is coloured in their colour
If each player colours a circle equally, each having half, neither player may claim the circle. The circle is neutral.
Play continues until all of the circles have been claimed or neutralized.

Stretch Your Thinking

Students can also use the blank fraction circles instead of the labelled sheet

23 of 63

24 of 63

Fraction Bingo

Shade the given fractions on your bingo sheet
When you shade 5 fractions in a row call BINGO!
Be sure to shade in your free space first.. You earned it!

25 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

26 of 63

27 of 63

DAY 4

28 of 63

Today’s Learning Target

I can….

Represent a given fraction using manipulatives and pictures

Identify a fraction given its concrete representation

29 of 63

Lego Fractions

In partners take turns building fractions on your lego board and naming them

30 of 63

31 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

32 of 63

33 of 63

DAY 5

Performance Indicators:

Grade 3

N13.01: Describe everyday situations where fractions are used
N13.02: Represent a given fraction concretely or pictorially
N13.03: Identify, model, and explain the meaning of numerator and denominator
N13.04: Sort a given set of diagrams of regions into those that represent equal parts and those that do not and explain the sorting

Grade 4

N08.01: Represent a given fraction of one whole object, region, or a set using concrete materials
N08.02: Identify a fraction from its given concrete representation
N08.05: Explain how denominators can be used to compare two given unit fractions with a numerator of one
N08.11: Provide examples of instances when two identical fractions may not represent the same quantity
N08.12: Provide, from everyday contexts, an example of a fraction that represent part of a set and an example of a fraction that represents part of one whole

34 of 63

Quiz Time

CHECK IN QUIZ

(Appendix E)

** Students will be reminded to refer to their math journals during the quiz if they have questions during **

Common Misconceptions with Quiz:

Students may represent a fraction where the numerator and the denominator are representing two separate whole numbers
Students may confuse fractions and whole numbers by representing the denominator as a whole number
Students may not recognize a fraction when fractional parts are separated by space or similarly when fractional parts are not all the same shape (Question 2)
Students may draw an area model of a fraction where the size of each piece is unequal (Question 3)
Students may misidentify fractions of a set due to confusion with area model (Question 2)

**Parents can view images of student work samples for common misconceptions here:

The Elementary Teachers’ Federation of Ontario. (2020). Student Misconceptions Aligned with the Fractions Learning Pathway. Retrieved from:

https://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2017/05/Fractions-Learning-Pathway.pdf

35 of 63

36 of 63

37 of 63

38 of 63

DAY 6

39 of 63

Today’s Learning Target

I can….

Compare fractions of the same whole with like denominators

Compare fractions with the same numerators and fractions with the same denominators

40 of 63

Pizza?

1

4

2

4

or

41 of 63

Slice of Pie?

1

4

1

8

42 of 63

43 of 63

Feed Pacman the Biggest Fraction to get the high score . . .

44 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

45 of 63

46 of 63

DAY 7

47 of 63

Today’s Learning Target

I can….

Compare fractions of the same whole with like denominators

Order fractions on a number line with benchmarks
Identify what benchmark a fraction is closest to
Name a fraction between two given benchmarks on a number line

48 of 63

49 of 63

50 of 63

Drawing Number Lines

Use the Fraction Strips & Cuisenaire Rods to:
Draw your number line and label benchmarks
Identify and label the fractions

51 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

52 of 63

53 of 63

DAY 8

54 of 63

Today’s Learning Target

I can….

Name and record a fraction based on its shaded/non-shaded regions
Compare fractions of the same whole with like denominators

Compare and order fractions with the same numerators and fractions with the same denominators
Order fractions on a number line with benchmarks and identify what benchmark the fraction is closest to

55 of 63

“Fun Math Is”

Represent the image in as many fractions as you can

Hint: there are 68 boxes total

56 of 63

Fraction Pixel Art

Using 100 grid paper design your own creation
Represent pieces of your art as fractions
Do as many as you can
Order 5 of your fractions

Description of Activity - Fraction Pixel Art

Using 100 grid paper, students will create a piece of art of their choosing

Students can use their own imagination and creativity or they can google “pixel art” to give them ideas

Students will then represent the different pieces of their art as a fraction

For example: The eyes represents 15/100 total boxes or the eye represents 15/80 total boxes shaded or the teeth represent 14/50 total boxes inside Spongebob’s mouth.

Students will represent as many fractions as they can think of for their art work
Students will order at least 5 of the fractions with like denominators (grade 3) and like numerators (grade 4)
Grade 4 students will place 3-5 of their fractions on a number line and identify which benchmark the fraction is closest to

** When making your art be sure to colour whole boxes

** When representing your fractions be sure to identify the whole (see examples above)

Stretch Your Thinking

Students can try using a 1000 grid paper

57 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

58 of 63

59 of 63

DAY 9

60 of 63

Today’s Learning Target

I can….

Name and record a fraction based on its shaded/non-shaded regions
Compare fractions of the same whole with like denominators

Compare and order fractions with the same numerators and fractions with the same denominators
Order fractions on a number line with benchmarks and identify what benchmark the fraction is closest to

61 of 63

Fraction Lego/Minecraft

62 of 63

Math Journal

Do you understand today’s learning targets?
What do you know now that you didn’t before?
Do you have any questions?

1 of 63

2 of 63

3 of 63

4 of 63

5 of 63

6 of 63

7 of 63

8 of 63

9 of 63

10 of 63

11 of 63

12 of 63

13 of 63

14 of 63

15 of 63

16 of 63

17 of 63

18 of 63

19 of 63

20 of 63

21 of 63

22 of 63

23 of 63

24 of 63

25 of 63

26 of 63

27 of 63

28 of 63

29 of 63

30 of 63

31 of 63

32 of 63

33 of 63

34 of 63

35 of 63

36 of 63

37 of 63

38 of 63

39 of 63

40 of 63

41 of 63

42 of 63

43 of 63

44 of 63

45 of 63

46 of 63

47 of 63

48 of 63

49 of 63

50 of 63

51 of 63

52 of 63

53 of 63

54 of 63

55 of 63

56 of 63

57 of 63

58 of 63

59 of 63

60 of 63

61 of 63

62 of 63

63 of 63