Topic A: Partition a Whole into Equal Parts
In topic A, as an introduction to fractions, students apply their understanding of equal
shares from earlier grades to partitioning a whole into equal parts.
Beginning with the familiar units of halves, thirds, and fourths, students partition concrete
objects into equal parts. They associate the number of equal parts that a whole is
partitioned into with the fractional unit, and they name fractions in unit form. Throughout
the topic, students have multiple opportunities to see that as the number of equal parts that
a whole is partitioned into increases, the size of each part decreases, regardless of the shape
of the whole.
Students create fraction strips by folding paper into equal parts to use as a tool throughout
the module. Through repeated folding, students see and can explain the relationship
between halves, fourths, and eighths; between thirds and sixths; and between fifths and
tenths. These unlike units are described as being related.
Students transition from concrete area models to pictorial area models and define 1 of a
fractional unit as a unit fraction (e.g., 1 fourth). They draw, partition, and label unit fractions
by using pictorial models. The topic ends with students advancing their understanding by
writing unit fractions in fraction form. They also begin to reason about fractions as numbers.
In topic B, students use unit fractions to compose non-unit fractions and compare fractions
with the same numerator.
Progression of Lessons
Progression of Lessons
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Lesson 1
Partition a whole into equal parts and name the fractional unit.
To make equal shares, I sometimes need to partition a whole into equal parts. The
number of equal parts helps me name the fractional unit of the whole. For example, when
there are 3 equal parts, the fractional unit is thirds. As we partition a whole into more
equal parts, the parts get smaller.
Lesson 2
Partition different wholes into fractional units concretely.
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I can partition different wholes into the same number of equal parts. The size of the
whole matters. 1 fourth of each whole is a different size and shape when each whole is a
different size and shape. When the wholes are the same, different fractional units are
different sizes; fourths are larger than eighths even though the whole number 4 is less
than 8.
Lesson 3
Partition a whole into fractional units by folding fraction strips.
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I can use fraction strips to show fractional units. The relationships between different
fractional units help me to fold or measure the strips. Fourths are half the size of
halves. Eighths are half the size of fourths. Sixths and thirds are related the same way;
so are tenths and fifths.
Lesson 4
Partition a whole into fractional units pictorially and identify the unit fraction.
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A fractional unit is a name for the parts the whole is partitioned into. The unit fraction
is 1 of those parts. For example, eighths is a fractional unit and 18 is a unit fraction. I
can draw and partition models and describe each part of a unit fraction.
Lesson 5
Partition a whole into fractional units and write fractions in fraction form.
Unit fractions can be named and written in unit form or in fraction form. For example, the
fraction 1 sixth can be written as 16 and represents 1 out of 6 equal parts.
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