Virginia SOL 4.NS.3.g
The Standard
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 the amount of muffin each of five children will receive when sharing three muffins equally).
Virginia Standards of Learning for Mathematics · The student will use mathematical reasoning and justification to represent, compare, and order fractions (proper, improper, and mixed numbers with denominators 12 or less), with and without models.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students connect equal sharing to fraction notation. They show that dividing one whole number by another can be written as a fraction and represented with a model.
What Mastery Looks Like
- Students write a division situation as a fraction, such as 3 ÷ 5 = 3/5. They draw or interpret an equal-sharing model and explain what the numerator and denominator represent.
Common Misconceptions
- Students may reverse the numbers and write 5/3 for 3 divided by 5. They may also count all pieces instead of the amount in one equal share, or think fractions only show shaded parts.
How to Assess It
- Use this exit ticket: “Eight children share five granola bars equally. Draw a model, write a division equation and fraction, and label each child’s share.”
Lesson moves
Ways to Teach It
Have students cut three paper circles into fifths, share the pieces among five counters, and record each counter’s share as 3/5.
Ask students to explain in writing why four sandwiches shared by six children gives each child 4/6 of a sandwich.
Give pairs cards showing sharing stories, fraction models, division equations, and fractions, then have them build matching sets.
Present seven granola bars for four hikers, and have students draw the equal shares and label each hiker’s amount as 7/4.
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Printable 4.NS.3.g Worksheet
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Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., rep...
- 3.NS.3.f
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- 4.CE.2.j
Estimate, represent, solve, and justify solutions to single-step contextual problems involving division with whole numbers.
- 5.CE.2.d
Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction (e.g., 9 × 2 3 , 8 × 3 4 ), with ...
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