2.3.B
The Standard
explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare one equal part from same-size wholes split in different ways. They use models and words to explain how the number of equal parts affects each part's size.
What Mastery Looks Like
- Given same-size shapes divided into different numbers of equal parts, students identify the larger single part. They explain their answer using the number of parts in each whole.
Common Misconceptions
- Students may think more pieces means each piece is larger. They may compare pieces from different-sized wholes or accept unequal sections as fair shares. They may count pieces without checking that parts are equal.
How to Assess It
- Show two same-size rectangles, one divided into thirds and one into sixths. Ask, "Which single part is larger, and how do you know?"
Lesson moves
Ways to Teach It
Give pairs identical paper strips to fold into halves, fourths, and eighths, then place one part from each fold in size order.
Show circles divided into halves and fourths, then ask students to write why one half covers more space than one fourth.
Play Fraction Part War with model cards, where partners compare one shaded part and keep the card showing the larger piece.
Cut two same-size paper pizzas into four and eight equal slices, then discuss which slice would give a customer more pizza.
Keep exploring
Related Standards
- 2.3.C
use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
- 3.3.G
explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same ...
- 6.5.C
use equivalent fractions, decimals, and percents to show equal parts of the same whole
- 3.3.C
explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whol...
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