Fractions: Graphing Benchmarks

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Math Coach's Corner
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Grade Levels
2nd - 5th
Resource Type
Standards
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Pages
10 pages
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Description

Students need extensive experiences with concrete and pictorial models of fractions to develop a deep conceptual understanding. Developing a sense of the relationship fractions have to benchmarks, such as 1/2 and 1 whole, enable students to reason with fractions.

This activity combines practice identifying the relative size of fractions compared to benchmarks with graphing. Equivalent fractions are also emphasized. Math talk cards are included to facilitate both oral and written mathematical communications.

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Common Core Alignment

3.NF.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.

3.NF.3a—Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.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.

3.NF.3c—Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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Common Core: I Have/Who Has Fractions as Parts of a Whole

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Terms of Use

Copyright © Donna Boucher. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY.

Total Pages
10 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand that each successive number name refers to a quantity that is one larger.
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.

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