Virginia SOL 1.NS.3

1.NS.3 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 1.NS.3.a

  Represent equal shares of a whole with two or four sharers, when given a contextual problem.

• 1.NS.3.b

  Represent and name halves and fourths of a whole, using a region/area model (e.g., pie pieces, pattern blocks, paper folding, drawings) and a set model (e.g., e...

• 1.NS.3.c

  Describe and justify how shares are equal pieces or equal parts of the whole (limited to halves, fourths) when given a contextual problem.

01

What Students Need to Do

Students solve sharing stories with two or four people by partitioning shapes or dividing sets of two or four objects. They name halves and fourths, then explain how equal sizes or equal counts make the shares fair.

02

What Mastery Looks Like

A student can partition a circle or rectangle into two or four equal areas and name each share. The student can divide a set equally and justify fairness by comparing sizes or counting objects.

03

Common Misconceptions

Students may call any two pieces halves or any four pieces fourths, even when the pieces differ in size. They may think a fourth means a group of four objects rather than one of four equal shares.

04

How to Assess It

Give students a paper rectangle and four counters. Ask them to show halves with the rectangle, share the counters equally between two children, and explain why both shares are fair.

1. 01

   Students fold paper circles into two and four equal parts, then divide four counters equally between two or four toy figures.

2. 02

   Show one rectangle split equally and one split unequally; ask, “Which shows halves, and how can you prove it?”

3. 03

   Play a card sort matching pictures of wholes, sets, halves, and fourths to the correct labels.

4. 04

   Pose a snack problem: four crackers are shared by two children; students model each child’s equal share with counters.

• 4.CE.3

  The student will estimate, represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction of fracti...

• 2.NS.3

  The student will use mathematical reasoning and justification to solve contextual problems that involve partitioning models into equal-sized parts (halves, four...

• 4.NS.3

  The student will use mathematical reasoning and justification to represent, compare, and order fractions (proper, improper, and mixed numbers with denominators ...

• 3.NS.3

  The student will use mathematical reasoning and justification to represent and compare fractions (proper and improper) and mixed numbers with denominators of 2,...