In a length model, each length represents an equal part of the whole.
Lessons for this standard
Resources cannot be aligned to this standard, browse sub-standards to find lessons.
More specific sub-standards
For example, given a strip of paper, students could fold the strip into four equal parts, each part representing one-fourth. Students will notice that there are four one-fourths in the entire length of the strip of paper that has been divided into fourths.
Similar standards in other grades
The words denominator and numerator are not required at this grade, but the concepts of part and whole are required for understanding of a fraction.
Identify the division statement that represents a fraction with models and in context (e.g., 3/5 means the same as 3 divided by 5 or 3/5 represents the amount of muffin each of five children will receive when sharing 3 muffins equally). (c)
Identify the division statement that represents a fraction (e.g., 3/5 means the same as 3 divided by 5).
In the primary grades, students may benefit from experiences with sets that are comprised of congruent figures (e.g., 12 eggs in a carton) before working with sets that have noncongruent parts.
Proper fractions, improper fractions, and mixed numbers are terms often used to describe fractions. A proper fraction is a fraction whose numerator is less than the denominator. An improper fraction is a fraction whose numerator is equal to or greater than the denominator. An improper fraction may be expressed as a mixed number. A mixed number is written with two parts: a whole number and a proper fraction (e.g., 3 5/8).