Virginia SOL 2.NS.3.d
The Standard
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, three one-fourths, four onefourths, five one-fourths; or zero-fourths, one-fourth, two-fourths, three-fourths, four-fourths, five-fourths).
Virginia Standards of Learning for Mathematics · The student will use mathematical reasoning and justification to solve contextual problems that involve partitioning models into equal-sized parts (halves, fourths, eighths, thirds, and sixths).
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students arrange equal-sized fraction pieces and count each piece in sequence from zero through two complete shapes. They name amounts such as one-fourth, four-fourths, and five-fourths without changing the piece size.
What Mastery Looks Like
- Students count equal-sized fraction pieces in order, including amounts greater than one whole. They keep the denominator the same and identify when the pieces make one whole or two wholes.
Common Misconceptions
- Students may call the fifth fourth-sized piece five-fifths instead of five-fourths. They may restart at one after reaching a whole or think the count must stop there. Some students count pieces of different sizes together.
How to Assess It
- Show two rectangles divided into fourths, with seven parts shaded. Ask students to write the fraction count from zero-fourths through seven-fourths and circle the point that equals one whole.
Lesson moves
Ways to Teach It
Give pairs two paper circles cut into fourths; students add one piece at a time and say each fraction through eight-fourths.
Show six one-third pieces covering two rectangles and ask students to explain why the last count is six-thirds rather than six-sixths.
Play Fraction Path: students draw a denominator card, move by matching unit pieces, and name every stop up to two wholes.
Model two pans of brownies cut into eighths, then count the servings sold from zero-eighths through sixteen-eighths.
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Related Standards
- 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...
- 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...
- 3.NS.3.c
Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number (e.g., 1 4 , 2 4 , 3...
- 3.NS.3.h
Represent equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10, using region/area models and length models.
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