TEKS Math 4.3.A
The Standard
represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students break a fraction into repeated copies of a unit fraction with the same denominator, even when the amount is greater than one. They use equations, drawings, or fraction strips to show the copies.
What Mastery Looks Like
- Given 7/4, a student writes seven 1/4 addends and draws a matching model. The student explains that the numerator counts the pieces and the denominator names each piece's size.
Common Misconceptions
- Students may write 1/4 + 1/4 as 2/8, adding the denominators. They may use four copies for 7/4 because they focus on the denominator. Some think fractions greater than one cannot be built from unit fractions.
How to Assess It
- Give this exit ticket: Draw a model for 7/3, then write it as repeated unit fraction addition. Explain what the 7 tells you.
Lesson moves
Ways to Teach It
Build 7/4 with quarter-size fraction strips, then label each strip 1/4 and write the matching addition equation.
Ask: How can five copies of 1/3 make a number greater than one? Students explain with words and a sketch.
Play Unit Fraction Match: students pair cards such as 6/5 with cards showing six 1/5 addends.
Share three pizzas cut into eighths, give one student 11 slices, and record that amount as repeated 1/8 pieces.
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Printable 4.3.A Worksheet
A ready-to-print activity worksheet aligned to 4.3.A, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 4.3.F
evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
- 3.3.D
compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
- 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...
- 6.2.E
extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0
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