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# 3.NF.A.1

**Develop understanding of fractions as numbers.**

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.

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.

__Summary:__

The key point of this standard is the concept of a pre-defined "whole" (which one must pay attention to when solving problems) and the idea of equal parts (not just parts of any size). The standard asks students to understand *a/b*as the quantity formed by

*a/b*parts of a whole. Note that

*a*can be greater than

*b*; the standards do not make any distinction between proper and improper fractions.

__Integration Ideas:__

- Students need practice identifying fractions with their appropriate word names and picture representations.
- To help with conceptualizing fractions as parts of a whole, students will use fraction manipulatives (such as pattern blocks or fraction bars) to compare portions of a circle or rectangle and its whole counterparts. In this manner, students can better understand that fractions are pieces of a whole.

__Questions to Focus Learning:__

- Can students match a fraction with its word name and picture representation?
- Are students able to create a fraction that was given in words using pictures or manipulatives and then write it in the form
*a/b*? - Can students use appropriate vocabulary to name the specific parts of a fractional number (denominator and numerator)?
- Can students construct a visual representation of a fraction
*a/b*, where*a*>*b*? (shows whether students understand improper fractions in the same way they understand proper fractions)

__Skills__

**Prior to:**Students have had previous experience dividing circles and rectangles into a specific number of equal pieces (two, three, or four) and then shading in a portion of those pieces. Further, they are able to write such a pictorial representation using a fractional word such as halves, thirds, and fourths.

**Students can use appropriate language when identifying parts of a fraction. Students can accurately depict a fraction using a picture representation and a symbolic representation of the form**

At Grade Level:

At Grade Level:

*a/b.*