Math: Number Sense and Operations

Grades 3-8: Instructional programs from Pre-Kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers and number systems.

• In grades Pre-K-2, all students should understand and represent commonly used fractions, such as 1/4, 1/3 and 1/2.
• In grades 3-5, all students should develop an understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines and as divisions of whole numbers.
• In grades 3-5, all students should use models, benchmarks and equivalent forms to judge the size of fractions.

Standards are listed with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content or validity of these alignments.

Source:Principles and Standards for School Mathematics

Fine Arts: Visual Arts

K-4 Standard 1: Understanding and Applying Media, Techniques and Processes

• Students use different media, techniques and processes to communicate ideas, experiences and stories.

Source: National Standards for Arts Education

Create fun fraction strips to identify fractions, show parts of a whole and recognize equivalent fractions. Students will enjoy working with these fraction strips independently or with partners. Create from a variety of materials like poly foam and vinyl.

Figure A

Figure B

Supplies Used: Construction Paper, Adhesive Numbers, Fun Foam, Markers, Tag Board, Vinyl Place Mats

The teacher will die-cut the materials for student use prior to the lesson.

1. Die-cut Fraction Strips #1 and/or #2 out of tag board, poly foam, Fun Foam, vinyl place mats, cardstock or construction paper. Laminate the paper for longer usage (Figure A).
2. Label each fraction piece with its numeric value using adhesive numbers or handprint (Figure B).
3. Students can regroup or play games using equivalent fractions with the numbered Fraction Strips (see Main Photo).