Handout 4.1a:

Meaning of Fractions

What are the different ways fractions can be represented and interpreted? Try to name three ideas. Likely, shading a region of a shape popped in your mind first. Can you think of any other representations/interpretations of fractions? You can use number, words, and math models to support your reflection.

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Math | Module 4.1 (Gr 4)

Handout 4.1b:

Video: Interpretation of Fractions

Now, watch the video “Interpretation of Fractions” two times.

• The first time you watch and listen, take a mental note your reactions.
• The second time you watch and listen, jot down some of your reflections and/or key ideas from the video.

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You can use the questions below and any type of math modeling to support your thinking:

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• What three interpretations of fractions does the video offer?
• How are the interpretations the same and/or different?
• What model might each interpretation suggest?

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Math | Module 4.1 (Gr 4)

Handout 4.1c:

Correct Shares, Fraction Interview

(A)

(B)

(C)

(D)

(E)

(F)

(G)

Students learning about fractional parts should be able to tell which of these figures are correctly partitioned in fourths. They should also be able to explain why the other figures are not showing fourths.

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Correct Shares

Draw regions like the ones shown in the above figures, showing examples and non-examples (which are very important to use with students with disabilities) of fractional parts. Have students identify the wholes that are correctly partitioned into requested fractional parts, and those that are not. For each response, have students explain their reasoning.

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Elementary and Middle School Mathematics, Teaching Developmentally by John A. Van de Walle, Karen S. Karp, Jennifer Bay-Williams. 7th edition 2010.

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Math | Module 4.1 (Gr 4)