Fractions: Part OF a Whole with PATTERN BLOCKS
The Pencil Box
14 Followers
Resource Type
Standards
CCSS3.NF.A.1
CCSS3.NF.A.3a
CCSS3.NF.A.3b
CCSS4.NF.A.1
CCSS4.NF.B.4
Formats Included
- PDF
Pages
7 pages
The Pencil Box
14 Followers
Description
Fractions are EQUAL Parts of a Whole Sometimes children see fractions has always being the same size and shape…for example the ½ circle of the fraction circles we have in the classroom always is ½. But depends on the size of the whole.
This work develops the concept that the size of the fraction depends on the size of the whole.
The work is a Montessori/hands-on material with pattern block cards to sort and match to an equation card. Their work can be checked using the control chart. Children who have challenges can learn the concept without being encumbered with writing process. Encourage the students to justify their answers and explain their errors to their study buddy... and have fun learning!
Total Pages
7 pages
Answer Key
Included
Teaching Duration
N/A
Last updated Mar 10th, 2022
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Standards
to see state-specific standards (only available in the US).
CCSS3.NF.A.1
Understand a fraction 1/𝘣 as the quantity formed by 1 part when a whole is partitioned into 𝘣 equal parts; understand a fraction 𝘢/𝑏 as the quantity formed by 𝘢 parts of size 1/𝘣.
CCSS3.NF.A.3a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS3.NF.A.3b
Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS4.NF.A.1
Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
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