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Developing
Fraction
Foundations
FOCUS ON:
Grade 3 and 4
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Melissa (Eller) Faulkner
›  Creekside
Elementary
›  4th/3rd Grade Teacher
Fraction Foundations
›  A
fraction is a number, not a ratio.
›  A fraction (and a mixed number) as a sum of unit
fractions.
1/3 + 1/3 = 2/3
2 x 1/3 = 2/3
›  3rd
Grade: ½, 1/3, ¼, 1/6, 1/8
›  4th Grade: Same as 3rd + 1/5, 1/10, 1/12, 1/100
**Vocabulary has to be accurate and consistent.
Exploratory Lesson:
Sharing Brownies
›  Each
of the sheets of paper represents a
whole brownie. Suppose 2 people
wanted to share the orange brownie. Talk
at your group about how you might
represent this situation by folding the
orange sheet of paper.
Exploratory Lesson:
Sharing Brownies
›  Suppose
4 people want to share a
brownie. This time we will share the blue
brownie. Talk with your group about how
you might fold the blue brownie so that it
represents equal sharing among 4
people. Once your group agrees on a
folding strategy, fold your brownie.
Exploratory Lesson:
Sharing Brownies
›  Suppose
8 people wanted to share a
brownie equally. Fold the yellow brownie
so that eight people can share equally.
Daily Task:
Fractions in Context
›  Never
isolated, always in context.
›  Questioning to scaffold and extend.
›  Task:
Four kids want to share 6 brownies.
How many brownies should each kid get?
Provide a picture to represent the
situation.
Daily Task:
Fractions in Context
› 
Task: Four kids want to share 6 brownies. How many
brownies should each kid get? Provide a picture to
represent the situation.
Exploratory Lesson:
Fraction Strips + Number Lines
›  Sort
your pieces!
›  DO NOT write on the strips! (You’ll see!)
›  Use the post-its to label your groups.
Exploratory Lesson:
Fraction Strips + Number Lines
› 
Each line represents a WHOLE race.
› 
Complete all number lines with your group.
Daily Task:
Fractions in Context
› 
Task: Will’s family shared a pizza for dinner. He ate half of
his family’s pizza. Riley and her family also shared a pizza,
and she ate half of her family’s pizza. After a discussion
at school the next day, Riley was convinced that she and
Will had eaten the exact same amount of pizza because
they both ate half. Is she correct? Explain your thinking,
and provide a picture to represent your thinking.
Daily Task:
Fractions in Context
› 
Comparing Fractions with the same DENOMINATOR:
› 
Comparing Fractions with the same NUMERATOR:
Handouts:
http://goo.gl/V8cWCN