Virginia SOL 2.NS.3

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

• 2.NS.3.a

  Model and describe fractions as representing equal-size parts of a whole.

• 2.NS.3.b

  Describe the relationship between the number of fractional parts needed to make a whole and the size of the parts (i.e., as the whole is divided into more parts...

• 2.NS.3.c

  Compose the whole for a given fractional part and its value (in context) for halves, fourths, eighths, thirds, and sixths (e.g., when given 1 4 , determine how ...

• 2.NS.3.d

  Using same-size fraction pieces, from a region/area model, count by unit fractions up to two wholes (e.g., zero one-fourths, one one-fourth, two one-fourths, th...

• 2.NS.3.e.i

  region/area models (e.g., pie pieces, pattern blocks, geoboards)

• 2.NS.3.e.ii

  length models (e.g., paper fraction strips, fraction bars, rods, number lines)

• 2.NS.3.e.iii

  set models (e.g., chips, counters, cubes).

• 2.NS.3.f

  Compare unit fractions for halves, fourths, eighths, thirds, and sixths using words (greater than, less than or equal to) and symbols (>, <, =), with region/are...

01

What Students Need to Do

Students divide shapes, lengths, and sets into equal parts, then name and write the fractions shown. They use equal fraction pieces to build wholes and count up to two wholes. They compare unit fractions and explain why more equal parts make smaller pieces.

02

What Mastery Looks Like

A student partitions shapes, lengths, or sets into equal parts and correctly names the fraction shown. The student can use one given part to build the whole. The student counts equal fraction pieces beyond one whole and compares unit fractions with words and symbols.

03

Common Misconceptions

Students may split a whole into unequal pieces and still name them as fractions. They may think a larger denominator means a larger piece. They may confuse the numerator and denominator or stop counting when they reach one whole.

04

How to Assess It

Exit ticket: Draw two equal rectangles, divide one into thirds and one into sixths, and compare one part from each. Then continue the sequence from 0/3 through 6/3, marking one whole and two wholes.

1. 01

   Give pairs equal paper strips to fold into halves, thirds, fourths, sixths, and eighths, then order one piece from each strip.

2. 02

   Show one half and one eighth of equal rectangles, then ask students to write why the half is larger.

3. 03

   Play a card match using fraction symbols, shaded models, number-line points, and comparison cards such as 1/3 > 1/6.

4. 04

   Have groups share 24 counters as crackers equally among 2, 3, 4, 6, or 8 people and record each person’s fraction.

• 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...

• 4.NS.3

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

• 1.NS.3

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

• 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,...