Virginia SOL 1.NS.3.c
The Standard
Describe and justify how shares are equal pieces or equal parts of the whole (limited to halves, fourths) when given a contextual problem.
Virginia Standards of Learning for Mathematics · The student will use mathematical reasoning and justification to solve contextual problems that involve partitioning models into two and four equal-sized parts.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify one whole and divide it into two or four equal-sized shares within a story problem. They explain how they know every share has the same amount.
What Mastery Looks Like
- A student can divide a model into two or four equal-sized shares. The student can point to or compare the shares and explain that each person receives the same amount.
Common Misconceptions
- Students may count two or four pieces and assume the shares are equal, even when sizes differ. They may also think pieces must have the same shape or position to hold the same amount.
How to Assess It
- Give this exit ticket: “Four children share one rectangular granola bar equally. Draw the shares and explain how you know the sharing is fair.”
Lesson moves
Ways to Teach It
Have students fold paper circles into two and four equal shares, then trace the folds and compare each piece.
Show an unevenly divided sandwich and ask, “Is this sharing fair? What would you change, and why?”
Play a card sort where students place partitioned shapes under “fair shares” or “not fair shares” and explain each choice.
Plan how two or four children could equally share one sandwich, pancake, or sheet of stickers using a drawing.
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Related Standards
- 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...
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The student will use mathematical reasoning and justification to solve contextual problems that involve partitioning models into two and four equal-sized parts.
- 1.NS.3.a
Represent equal shares of a whole with two or four sharers, when given a contextual problem.
- 4.NS.3.g
Represent the division of two whole numbers as a fraction given a contextual situation and a model (e.g., 3 5 means the same as 3 divided by 5 or 3 5 represents...
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