Naming, Writing and Representing FractionsMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

In this lesson, students will use manipulatives to prove that when comparing fractions, the larger the denominator the larger the piece.  Also, when pieces are the same size (the denominator), the numerator denotes how many pieces of that size we have.

In this lesson, students will use manipulatives to prove that when comparing fractions, the larger the denominator the larger the piece.  Also, when pieces are the same size (the denominator), the numerator denotes how many pieces of that size.  Students will be able to sort fractions quickly by adding the fraction by itself to determine if it is smaller, equal, or larger than ½. 

This resource is a series of slides that asks students to compare a given fraction to the benchmark numbers of 0, 1/2, and 1. This product also asks students to make generalizations about sets of fraction that are all equal to 1/2, have the same denominator, or all are one unit fraction piece away from a whole. This product is best used in conjunction with fraction strips.

This Desmos activity has students partiiton a fraction into fourths, model a fraction, and then determine if the fraction is more than, less than, or equal to 1/2 by looking at the denominator.

I created this game as a review for my students.  It’s an engaging way to practice sol 3.2a, name and write fractions (proper and improper) and mixed numbers represented by a model, sol 3.2b, represent fractions and mixed numbers with models and symbols, and sol 3.5, add and subtract fractions.  In this 5-round game, students work in small groups cooperatively.  After each round is completed, the student takes the recording sheet to the teacher to be checked.  Students shoot a small ball into a trash can, laundry basket, or bucket from lines taped on the floor to earn points for their team.  Team games such as this one motivates my students to learn and helps them take responsibility for their learning. 

Using 3rd grade objectives, listed above, the student will be assessed on at the end of the project. The student will - -used 5 or more different fractions with different denominators (1/1, ½, ⅔. 3/4, 4/6,⅛) - used a different tool/material/idea for each “mini project”- wrote a short explanation for each work of art. (1/1 is a picture of my dog) - am prepared to share my work in class with my peers. Bonus - Extended my thinking creating Fraction Art with a mixed number - 1 1/3

Students will find helpful resources for learning and practicing math skills and processes in this eMediaVA collection.

Naming, writing and representing fractions.  Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource gives students the value of one Cuisenaire rod, and asks them to determine the value of a given picture of rods. By changing the value of the rods between each question, it challenges students to determine the whole. Students will need to have Cuisenaire rods in front of them in order for this resource to be used the way that it was intended.

Students will design and create an aqueduct that will move water from a starting point to an ending point at least 1 foot away without leaks or spills.  The aqueduct must stand on its own, include at least one arch in the design,  and use the force of gravity to move the water.  Students must also design and create their own “castellum” or container to collect the water at the end of the aqueduct.