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Draft 3-5 Progression On Number and Operations-Fractions

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Draft 3-5 Progression On Number and Operations-Fractions

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Progressions for the Common Core State

Standards in Mathematics

c Common Core Standards Writing Team

2018

The Progressions are published under the Creative

Commons Attribution (CC BY) license. For informa-
tion about permission to download, reuse, reprint,
modify, distribute, or copy their content, see https:
//creativecommons.org/licenses/by/4.0/.
Suggested citation:

Common Core Standards Writing Team.

(2018). Progressions for the Common Core
State Standards in Mathematics (August
10 draft). Tucson, AZ: Institute for Math-
ematics and Education, University of Ari-
zona.

For more information about the Progressions, see

http://ime.math.arizona.edu/progressions.
For discussion of the Progressions and related top-
ics, see the Mathematical Musings blog: http://
mathematicalmusings.org.

Draft, August 10, 2018.

Number and
Operations—Fractions, 3–5

Overview
The treatment of fractions in the Standards emphasizes two features:
the idea that a fraction is a number and connections with previous
learning.

Fractions in the Standards In the Standards, the word “fraction”

is used to refer to a type of number. That number can be expressed
in different ways. It can be written in the form numerator over de-
nominator (“in fraction notation” or “as a fraction” in conventional
terminology), or in decimal notation (“as a decimal”), or—if it is
greater than 1—in the form whole number followed by a number
less than 1 written as a fraction (“as a mixed number”). Thus, in
Grades 3–5, 75 , 1.4, and 1 25 are all considered fractions, and, in later
grades, rational numbers. Expectations for computations with frac-
tions appear in the domains of Number and Operations—Fractions,
Number and Operations in Base Ten, and the Number System.
To achieve the expectations of the Standards, students need to
be able to transform and use numerical—and later—symbolic ex-
pressions, including expressions for numbers. For example, in order
to get the information they need or to understand correspondences
between different approaches to the same problem or different rep-
resentations for the same situation (MP.1), students may need to
draw on their understanding of different representations for a given
number. Transforming different expressions for the same number in-
cludes the skills traditionally labeled “conversion,” “reduction,” and
“simplification,” but these are not treated as separate topics in the
Standards. Choosing a convenient form for the purpose at hand is
an important skill (MP.5), as is the fundamental understanding of
equivalence of forms. Thus, 57 , 1.4, 1 104
, and 1 52 are all considered
acceptable expressions for the same number, although their conve-
nience for a given purpose is likely to vary.

Draft, August 10, 2018.

NF, 3–5 2

Building on work in earlier grades and other domains Students’

work with fractions, visual representations of fractions, and oper-
ations on fractions builds on their earlier work in the domains of
number, geometry, and measurement.
Units and superordinate units. First and second graders work
with a variety of units and “units of units.” In learning about base-
ten notation, first graders learn to think of a ten as a unit composed
of 10 ones, and think of numbers in terms of these units, e.g., “20 is
2 tens” and “34 is 3 tens and 4 ones.” Second graders learn to think Describing pattern block relationships at different grades
of a hundred as a unit composed of 10 tens as well as of 100 ones.
In geometry, students compose shapes. For example, first graders
might put two congruent isosceles triangles together with the ex-
plicit purpose of making a rhombus. In this way, they learn to
perceive a composite shape as a unit—a single new shape, e.g.,
recognizing that two isosceles triangles can be combined to make a
Grade 1 students might say, “A red block is half of a yellow
rhombus, and simultaneously seeing the rhombus and the two trian- block” and “Three blue blocks make one yellow block.”
gles. Working with pattern blocks, they may build the same shape, Grade 2 students might say, “A blue block is a third of a yellow
such as a regular hexagon, from different parts, two trapezoids, three block.”
rhombuses, or six equilateral triangles. Grade 3 students begin to use notation such as 21 , 13 , 16 , 23 ,
Fraction language and subordinate units. First and second grad- and 33 in describing the relationships of the pattern blocks.
ers use fraction language to describe partitions of simple shapes into Grade 4 students might use 0.5.
equal shares—halves, fourths, and quarters in Grade 1, extending to Grade 7 students might use 0.3333 . . . or 0.3 (see the Number
thirds in Grade 2. System Progression).
When measuring length in Grade 3, students begin to use rulers
3.MD.4 Generate measurement data by measuring lengths using
with tick marks that indicate halves and fourths of an inch.3.MD.4
rulers marked with halves and fourths of an inch. Show the data
They are introduced to fraction notation, and their use of fractions by making a line plot, where the horizontal scale is marked off in
and fraction language expands. For instance, when working with appropriate units—whole numbers, halves, or quarters.
pattern blocks, a third grader might use the notation 13 in describing
3.G.2 Partition shapes into parts with equal areas. Express the
a rhombus block as being one-third of a hexagon block.3.G.2 In the
area of each part as a unit fraction of the whole.
domain of number and operations, use of “half,” “fourth,” and “third” is
extended to include unit fractions, that is, fractions which represent
one share of a partition of 1 into equal shares. A fraction is composed
of like subordinate units, e.g., 43 is composed of 3 fourths, just as 30 3.NF.1 Understand a fraction 1{b as the quantity formed by 1 part
is composed of 3 tens.3.NF.1 In Grade 3, expectations are limited to when a whole is partitioned into b equal parts; understand a frac-
fractions with denominators 2, 3, 4, 6, and 8, allowing students to tion a{b as the quantity formed by a parts of size 1{b.
reason directly from the meaning of fraction about small fractions • These are sometimes called “fraction strips,” but in the Stan-
(i.e., fractions close to or less than 1) by folding strips of paper• or dards “fraction strip” is used as a synonym for “tape diagram.”
working with diagrams. The relationships shown as tape diagrams in this progression
might instead or also be shown with paper strips. In later grades,
Diagrams. Diagrams used in work with fractions are of several however, replacing tape diagrams by paper strips may become
types. Diagrams without numerical labels represent a whole as a awkward or unworkable (see the Ratios and Proportional Rela-
two-dimensional region and a fraction as one or more equal parts of tionships Progression).
the region.• Use of these diagrams builds on students’ work in com- • These diagrams are sometimes known as “area models.” Di-
posing and decomposing geometrical shapes, e.g., seeing a square agrams that show rectangular regions with numerical labels are
also known as “area models.” To avoid ambiguity, the former are
as composed of four identical rectangles. Tape diagrams (which
called “area representations” in this progression.
may be with or without numerical labels) can also represent equal
parts of a whole, as well as operations on fractions. Because they
represent numbers or quantities as lengths of “tape,” they tend to
be less complex geometrically than area representations and may

Draft, August 10, 2018.

NF, 3–5

ruler;
sure a length.

Draft, August 10, 2018.

sive length-units;
cover a given distance.2.MD.2
two-dimensional address system.•

number of length units so far;

the total number of unit lengths.

ences of whole numbers in Grade 2.2.MD.6

work with measurement in Grades 1 and 2.

rather then just the eighth length-unit;

ings that they will use with number line diagrams:
generalization of their work with length and area measurement.

graders use diagrams with “count scales” that represent only whole
In their work with categorical and measurement data, second
Students use number line diagrams to represent sums and differ-
to the unit interval (length from 0 to 1) on a number line diagram.
grams. In particular, the unit of measurement on a ruler corresponds
These correspond to analogous conventions for number line dia-
physical unit and measuring with a ruler both focus on finding
Measuring by laying physical units end-to-end or iterating a
• connecting measurement with physical units and with a ruler.
• meaning of numerals on the ruler. The numerals indicate the
in which the 0 of the ruler is not at the edge of the physical
a ruler as the beginning of the total length, including the case
• alignment of zero-point. Correct alignment of the zero-point on
the last length-unit means the space covered by 8 length-units,
• accumulation of distance. E.g., counting “eight” when placing
• length-unit iteration. E.g., not leaving space between succes-
In learning about length measurement, they develop understand-
the size of a length-unit and the number of length-units required to
units and rulers. They learn about the inverse relationship between
In Grade 2, students make measurements with physical length-
centimeter or inch manipulatives end-to-end and count them to mea-
In Grade 1, students learn to lay physical length-units such as
line diagrams to represent fractions begins in Grade 3, building on
Length measurement and number line diagrams. Use of number
ruler, and, in Grade 6, the notion of a coordinate plane as an infinite
Further abstractions are the notion of a number line as an infinite
with number line diagrams and area models is an abstraction and
line diagram), and product or quotient (area model). Students’ work
well as relationships such as equivalence, sum or difference (number
and area models—are used to represent one or more fractions as
sion). Other diagrams with numerical labels—number line diagrams
earlier grades (see the Operations and Algebraic Thinking Progres-
also have the advantage of being familiar to students from work in
3

Tape diagram

emphasize correspondence of label with length.

6
1

two measurements relate to the size of the unit chosen.

rectangles rather than within the rectangles may help to
Using brackets and placing labels along the lengths of the

numbers 0, 1, 2, . . . , and represent whole-number sums and dif-

2.MD.6 Represent whole numbers as lengths from 0 on a num-
ber line diagram with equally spaced points corresponding to the
2.MD.2 Measure the length of an object twice, using length units
of different lengths for the two measurements; describe how the
• This progression distinguishes between “number line” and

tions should be made by teachers and students in the classroom.

“number line diagram,” but this is not meant to imply such distinc-
NF, 3–5 4

numbers and diagrams with “measurement scales” for length unit

measurements (see the Measurement and Data Progression). Both
types of scales may be labeled only with whole numbers. However,
subdivisions between numbers on measurement scales correspond
to subdivisions of the length unit, but subdivisions between numbers
on count scales may have no referent.
In Grade 3, the difference between measurement and count scales
becomes more salient because students work with subdivided length-
3.MD.4 Generate measurement data by measuring lengths using
units, measuring lengths using rulers marked with halves and fourths
of an inch and plotting their data.3.MD.4 rulers marked with halves and fourths of an inch. Show the data
by making a line plot, where the horizontal scale is marked off in
Area measurement and area models. Students’ work with area appropriate units—whole numbers, halves, or quarters.
models begins in Grade 3. These diagrams are used in Grade 3 for
single-digit multiplication and division strategies (see the Opera-
tions and Algebraic Thinking Progression), to represent multi-digit
multiplication and division calculations in Grade 4 (see the Number
and Operations in Base Ten Progression), and in Grades 5 and 6 to
represent multiplication and division of fractions (see this progres-
sion and the Number System Progression). The distributive property
is central to all of these uses.
Work with area models builds on previous work with area mea-
surement. As with length measurement, area measurement relies on
several understandings:

• area is invariant. Congruent figures enclose regions with

equal areas;
• area is additive. The area of the union of two regions that
overlap only at their boundaries is the sum of their areas;
• area-unit tiling. Area is measured by tiling a region with a
two-dimensional area-unit (such as a square or rectangle) and
parts of the unit, without gaps or overlaps.

Perceiving a region as tiled by an area-unit relies on spatial

structuring. For example, second graders learn to see how a rectan- 2.G.2 Partition a rectangle into rows and columns of same-size
gular region can be partitioned as an array of squares.2.G.2 Students
squares and count to find the total number of them.
learn to see an object such as a row in two ways: as a composite of
multiple squares and as a single entity, a row (a unit of units). Using
rows or columns to cover a rectangular region is, at least implicitly,
a composition of units. For further discussion, see the K–6 Geometry
Progression.
Addition and subtraction. In Grades 4 and 5, students learn about
operations on fractions, extending the meanings of the operations on
whole numbers. For addition and subtraction, these meanings arise
from the Add To, Take From, Put Together/Take Apart, and Compare • For descriptions and examples of these problem types, see the
problem types and are established before Grade 3.• Overview of K–2 in the Operations and Algebraic Thinking Pro-
In Grade 4, students compute sums and differences, mainly of gression.
fractions and mixed numbers with like denominators. In Grade 5,
students use their understanding of equivalent fractions to compute
sums and differences of fractions with unlike denominators.

Draft, August 10, 2018.

NF, 3–5 5

Multiplication. The concept of multiplication begins in Grade 3 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 ˆ 7
with an entirely discrete notion of “equal groups.”3.OA.1 By Grade
as the total number of objects in 5 groups of 7 objects each.
4, students can also interpret a multiplication equation as a state-
ment of comparison involving the notion “times as much.”4.OA.1 This 4.OA.1 Interpret a multiplication equation as a comparison, e.g.,
notion has more affinity to continuous quantities, e.g., 3 “ 4 ˆ 43 interpret 35 “ 5 ˆ 7 as a statement that 35 is 5 times as many
as 7 and 7 times as many as 5. Represent verbal statements of
might describe how 3 cups of flour are 4 times as much as 43 cup multiplicative comparisons as multiplication equations.
of flour.4.NF.4,4.MD.2 By Grade 5, when students multiply fractions in 4.NF.4 Apply and extend previous understandings of multiplica-
general,5.NF.4 products can be larger or smaller than either factor,
tion to multiply a fraction by a whole number.
and multiplication can be seen as an operation that “stretches or
4.MD.2 Use the four operations to solve word problems involving
shrinks” by a scale factor.5.NF.5
Grade 3 work with whole-number multiplication and division fo- distances, intervals of time, liquid volumes, masses of objects,
and money, including problems involving simple fractions or deci-
cuses on two problem types, Equal Groups and Arrays. (For de- mals, and problems that require expressing measurements given
scriptions of these problem types and examples that involve discrete in a larger unit in terms of a smaller unit. Represent measure-
attributes, see the Grade 3 section of the Operations and Algebraic ment quantities using diagrams such as number line diagrams
Thinking Progression. For examples with continuous attributes, see that feature a measurement scale.

the Geometric Measurement Progression. Both illustrate measure- 5.NF.4 Apply and extend previous understandings of multiplica-
ment (quotitive) and sharing (partitive) interpretations of division.) tion to multiply a fraction or whole number by a fraction.
Initially, problems involve multiplicands that represent discrete a Interpret the product pa{bq ˆ q as a parts of a partition
attributes (e.g., cardinality). Later problems involve continuous at- of q into b equal parts; equivalently, as the result of a
tributes (e.g., length). For example, problems of the Equal Groups sequence of operations a ˆ q ˜ b.

type involve situations such as: b Find the area of a rectangle with fractional side lengths
by tiling it with unit squares of the appropriate unit frac-
• There are 3 bags with 4 plums in each bag. How many plums tion side lengths, and show that the area is the same as
are there in all? would be found by multiplying the side lengths. Multiply
fractional side lengths to find areas of rectangles, and rep-
and, in the domain of measurement: resent fraction products as rectangular areas.

5.NF.5 Interpret multiplication as scaling (resizing), by:

• You need 3 lengths of string, each 4 feet long. How much
string will you need altogether? a Comparing the size of a product to the size of one factor
on the basis of the size of the other factor, without per-
Both of these problems are about 3 groups of four things each—3 forming the indicated multiplication.
fours—in which the group of four can be seen as a whole (1 bag or
b Explaining why multiplying a given number by a frac-
1 length of string) or as a composite of units (4 plums or 4 feet). In tion greater than 1 results in a product greater than the
the United States, the multiplication expression for 3 groups of four given number (recognizing multiplication by whole num-
is usually written as 3 ˆ 4, with the multiplier first. (This convention bers greater than 1 as a familiar case); explaining why
multiplying a given number by a fraction less than 1 results
is used in this progression. However, as discussed in the Operations in a product smaller than the given number; and relating
and Algebraic Thinking Progression, some students may write 4 ˆ 3 the principle of fraction equivalence a{b “ pnˆaq{pnˆbq
and it is useful to discuss the different interpretations in connection to the effect of multiplying a{b by 1.
with the commutative property.)
In Grade 4, problem types for whole-number multiplication and
division expand to include Multiplicative Compare with whole num-
bers. In this grade, Equal Groups and Arrays extend to include
problems that involve multiplying a fraction by a whole number. For
example, problems of the Equal Groups type might be:
1
• You need 3 lengths of string, each 4 foot long. How much
string will you need altogether?
5
• You need 3 lengths of string, each 4 feet long. How much
string will you need altogether?

Draft, August 10, 2018.

NF, 3–5 6

Like the two previous problems, these two problems are about
objects that can be seen as wholes (1 length of string) or in terms of
units. However, instead of being composed of units (feet), they are
composed of subordinate units ( 14 -feet).
In Grade 5, students connect fractions with division, understand- 5.NF.3 Interpret a fraction as division of the numerator by the de-
ing numerical instances of ab “ a ˜ b for whole numbers a and b,
nominator (a{b “ a ˜ b). Solve word problems involving division
with b not equal to zero (MP.8).5.NF.3 With this understanding, stu- of whole numbers leading to answers in the form of fractions or
dents see, for example, that 35 is one third of 5, which leads to the mixed numbers, e.g., by using visual fraction models or equations
meaning of multiplication by a unit fraction: to represent the problem.

1 5
ˆ5“ .
3 3
This in turn extends to multiplication of any number by a fraction.
Problem types for multiplication expand to include Multiplicative
Compare with unit fraction language, e.g., “one third as much as,"
and students solve problems that involve multiplying by a fraction.
For example, a problem of the Equal Groups type might be:

• You need 31 of a length of string that is 2 41 feet long. How much

string will you need altogether?

Measurement conversion. At Grades 4 and 5, expectations for

conversion of measurements parallel expectations for multiplication
by whole numbers and by fractions. In 4.MD.1, the emphasis is on • See the Grade 4 section of the Operations and Algebraic Think-
“times as much” or “times as many,”• conversions that involve viewing ing Progression for discussion of linguistic aspects of “as much”
a larger unit as superordinate to a smaller unit and multiplying the and related formulations for Multiplicative Compare problems.
number of larger units by a whole number to find the number of 4.MD.1 Know relative sizes of measurement units within one sys-
smaller units. For example, conversion from feet to inches involves tem of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
viewing a foot as superordinate to an inch, e.g., viewing a foot as Within a single system of measurement, express measurements
in a larger unit in terms of a smaller unit. Record measurement
12 inches or as 12 times as long as an inch, so a measurement in
equivalents in a two-column table.
inches is 12 times what it is in feet. In 5.MD.1, conversions also
5.MD.1 Convert among different-sized standard measurement
involve viewing a smaller unit as subordinate to a larger one, e.g.,
1 1
an inch is 12 foot, so a measurement in feet is 12 times what it is in units within a given measurement system (e.g., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real
inches and conversions require multiplication by a fraction (5.NF.4). world problems.
Division. Using their understanding of division of whole numbers
and multiplication of fractions, students in Grade 5 solve problems
that involve dividing a whole number by a unit fraction or a unit
fraction by a whole number. In Grade 6, they extend their work
to problems that involve dividing a fraction by a fraction (see the
Number System Progression).

Draft, August 10, 2018.

NF, 3–5

Grade 3

Draft, August 10, 2018.

collections of objects.

• Specifying the whole.

or four equal rectangles.3.G.2

whole is partitioned into 3 equal parts.

by combining copies of one unit fraction.

fraction of the whole it represents (MP.3).
• Explaining what is meant by “equal parts.”
mathematical practice of attending to precision (MP.6):

can be obtained by combining ones, every fraction can be obtained

building block of the whole numbers. Just as every whole number
blocks of fractions, in the same sense that the number 1 is the basic
The goal is for students to see unit fractions as basic building
students reason about the area of a shaded region to decide what
fourths, but not labeled with these fractions. Analyzing area models,
marks can help students understand rulers marked with halves and
see that each subdivision has the same length. Labeling the ruler
ruler is partitioned into halves or quarters of an inch,3.MD.4 students
parts” as “parts with equal measurements.” For example, when a
Students come to understand a more precise meaning for “equal
are equal, e.g., when they partition a square into four equal squares
size and same shape” or “matches exactly”) to explain why the parts
Two important aspects of fractions provide opportunities for the
fractions" initially; 53 is what you get by combining 5 parts when a
ular there is no need to introduce “proper fractions" and “improper
of the 41 s together.3.NF.1 They read any fraction this way. In partic-
the numerator 3 of 43 as saying that 34 is what you get by putting 3
the whole. Next, students build fractions from unit fractions, seeing
then each part is 41 of the whole, and 4 copies of that part make
and taking one part, e.g., if a whole is partitioned into 4 equal parts
ator 1), which are formed by partitioning a whole into equal parts
Grade 3 students start with unit fractions (fractions with numer-
subdivision. In Grade 4, this is extended to include wholes that are
rectangle, a line segment, or any one finite entity susceptible to
fraction notation. The whole can be a shape such as a circle or
equal parts and expressing the number of parts symbolically, using
concept of fraction, building on the idea of partitioning a whole into
equal shares.2.G.3 In Grade 3, they start to develop a more general
students use fraction language to describe partitions of shapes into
The meaning of fractions and fraction notation In Grades 1 and 2,
7

Initially, students can use an intuitive notion of congruence (“same

wholes need not have the same shape.

Area representations of
4
1
3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
area of each part as a unit fraction of the whole.

square into four parts of the same shape and size.

tion a{b as the quantity formed by a parts of size 1{b.

The importance of specifying the whole

same size and shape, and so the same area. In the three
the whole, the shaded area represents the fraction 23 ; if the
entire rectangle is the whole, the shaded area represents 34 .
Without specifying the whole it is not reasonable to ask what

squares on the right, the shaded area is 41 of the whole area,

squares on the left are partitioned into four parts that have the
fraction is represented by the shaded area. If the left square is

even though it is not easily seen as one part in a partition of the

by making a line plot, where the horizontal scale is marked off in

3.MD.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data
3.G.2 Partition shapes into parts with equal areas. Express the
when a whole is partitioned into b equal parts; understand a frac-
3.NF.1 Understand a fraction 1{b as the quantity formed by 1 part
thirds, four fourths. Recognize that equal shares of identical
of, a third of, etc., and describe the whole as two halves, three
2.G.3 Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves, thirds, half
NF, 3–5

Draft, August 10, 2018.

1“
2
2
1
2

3
3
2
4
indicated by the numerator.3.NF.2

4
4
3
6

5
5
4
8

“ “ “ “ ¨¨¨
2 “ “ “ “ “ ¨¨¨
tape diagrams to see fraction equivalence.3.NF.3
unit of measurement, namely the interval from 0 to 13 .
ruler with the unit interval as the unit of measurement.

Of particular importance are the ways of writing 1 as a fraction:

can be subdivided, representing an important aspect of fractions.

nated by 2 is now also designated by 21 , 42 , 63 , 84 , etc. so that3.NF.3c

recognizing, for example, that the point on the number line desig-
In particular, students in Grade 3 see whole numbers as fractions,
the fraction 12 is equal to 42 and also to 36 . Students can also use
therefore equal; that is, they are equivalent fractions. For example,
that many fractions label the same point on the number line, and are
4. As students experiment on number line diagrams they discover
soning about equivalent fractions, in preparation for work in Grade
Equivalent fractions Grade 3 students do some preliminary rea-
the point obtained in the same way using a different interval as the
by marking off 5 times the length of the unit interval from 0, so 35 is
whole numbers. Just as 5 is the point on the number line reached
The number line reinforces the analogy between fractions and
strips of paper, and tape diagrams. These, like number line diagrams,
initially they use other representations such as area representations,
students as they develop an understanding of a fraction as a number,
Although number line diagrams are important representations for
fractions with denominator 3 by marking off the number of lengths
of the number 13 by marking off this length from 0, and locate other
and recognize that each has length 13 . They determine the location
students partition the unit interval into 3 intervals of equal length
To construct a unit fraction on a number line diagram, e.g., 13 ,
as shown. Students might think of the number line as an infinite
numbers, from 0 to 1, 1 to 2, 2 to 3, etc., are all of the same length,
the whole numbers, so that the intervals between consecutive whole
to 1, measured by length. Iterating this whole to the right marks off
diagram, the whole is the unit interval, that is, the interval from 0
The number line and number line diagrams On a number line
8

0
0
3
0
0
0

4
1
3
1

4
2
2
1
3
2

3
5

5 parts
3
3
1
1

4
3
3
4

4
4
2
2
3
5

parts of equal length

“1
“1
2
3
6
2

of the unit interval into 3

One part of a partition
2

3
7

6
1
the point
3
8

3
5
the number a{b on the number line.

2
1
A number line diagram

represent fractions on a number line diagram.

compare fractions by reasoning about their size.

on a number line diagram

tions that are equivalent to whole numbers.

locates the number 1{b on the number line.

3
11

equivalent, e.g., by using a visual fraction model.

A number line diagram marked off in thirds

Using diagrams to see fraction equivalence

3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
the same size, or the same point on a number line.
4
3
4
4

on the number line

c Express whole numbers as fractions, and recognize frac-

1{2 “ 2{4, 4{6 “ 2{3. Explain why the fractions are
b Recognize and generate simple equivalent fractions, e.g.,
a Understand two fractions as equivalent (equal) if they are
3.NF.3 Explain equivalence of fractions in special cases, and
sulting interval has size a{b and that its endpoint locates
marking off a lengths 1{b from 0. Recognize that the re-
b Represent a fraction a{b on a number line diagram by
has size 1{b and that the endpoint of the part based at 0
titioning it into b equal parts. Recognize that each part
a Represent a fraction 1{b on a number line diagram by
defining the interval from 0 to 1 as the whole and par-
3.NF.2 Understand a fraction as a number on the number line;
NF, 3–5

numbers.
lengths of 15 .

Draft, August 10, 2018.

as opposed to 5 fourths long. Therefore 34 ă 45 .3.NF.3d

fractions to make sure that each fraction refers to the same whole.
fractions. For example, on the number line the segment from 0 to 43

important in Grade 6 when students start working with negative

to be larger. This understanding of order as position will become
the one to the left is said to be smaller and the one to right is said
position. Given two fractions—thus two points on the number line—
the number line, they develop an understanding of order in terms of
As students move towards understanding fractions as points on
As with equivalence of fractions, it is important in comparing
example, 25 ą 27 , because 17 ă 15 , so 2 lengths of 71 is less than 2
merator, the fraction with the smaller denominator is greater. For
From this they reason that for two fractions that have the same nu-
tical) pieces to make the same whole, the pieces must be smaller.
is smaller, by reasoning, for example, that in order for more (iden-
dents see that for unit fractions, the one with the larger denominator
length-units required to cover a given distance.2.MD.2 Grade 3 stu-
ship between the size of a physical length-unit and the number of
In Grade 2, students gained experience with the inverse relation-
is shorter than the segment from 0 to 45 because it is 3 fourths long
the greater numerator is greater because it is made of more unit
the underlying unit fractions are the same size, so the fraction with
They see that for two fractions that have the same denominator,
build on this idea to compare fractions with the same denominator.
lengths using a standard unit of measurement.2.MD.3 In Grade 3, they
Comparing fractions Previously, in Grade 2, students compared
9

and meters.

comparing fractions

clusions, e.g., by using a visual fraction model.

two measurements relate to the size of the unit chosen.

on the right is bigger than a half of the pizza on the left.

The importance of referring to the same whole when
2.MD.2 Measure the length of an object twice, using length units
of different lengths for the two measurements; describe how the
parisons with the symbols ą, =, or ă, and justify the con-
tions refer to the same whole. Record the results of com-
nize that comparisons are valid only when the two frac-
same denominator by reasoning about their size. Recog-
d Compare two fractions with the same numerator or the
3.NF.3 Explain equivalence of fractions in special cases, and
2.MD.3 Estimate lengths using units of inches, feet, centimeters,

A student might think that 41 ą 12 , because a fourth of the pizza

NF, 3–5

disguise:
as in, e.g.
Grade 4

Draft, August 10, 2018.

do so in some cases.
36
28
“

4ˆ9
4ˆ7
36 ˜ 4
28 ˜ 4

9
7
“ .
fraction pieces as in the original fraction.

9
7
“ .
of fractions and the introduction of finite decimals.

understanding of a fraction as a point on the number line.

must be written in simplified form, although it may be convenient to

tions in this way. There is no mathematical reason why fractions
It is possible to over-emphasize the importance of simplifying frac-
28 “ 4 ˆ 7 and 36 “ 4 ˆ 9, this is the fundamental property in
Because the equations 28 ˜ 4 “ 7 and 36 ˜ 4 “ 9 tell us that
The fundamental property can be presented in terms of division,
be seen as a general argument, working directly from the Grade 3
This argument, once understood for a range of examples, can
times as many pieces, and there are n times as many smaller unit
of a subordinate unit). The whole has then been partitioned into n
lengths, each of which represents a unit fraction (a subordinate unit
fraction (a subordinate unit) is partitioned into n smaller regions or
equal pieces (MP.1). Each region or length that represents a unit
corresponds to partitioning each piece of the diagram into n smaller
the numerator and denominator of a fraction by the same number, n,
equivalence.4.NF.1 They see that the numerical process of multiplying
of paper, tape diagrams, and number line diagrams to reason about
Equivalent fractions Students can use area representations, strips
work in Grade 4, including the comparison, addition, and subtraction
original fraction. This property forms the basis for much of the other
the same non-zero whole number results in a fraction equal to the
tions: multiplying the numerator and denominator of a fraction by
Grade 4 students learn a fundamental property of equivalent frac-
10

4
4
0
0

5ˆ4
1

represents
4ˆ3

20
4ˆ2

3 “ 5ˆ3 “ 15 .
3
1

4ˆ3 .
so represents 4ˆ34ˆ2
so represents 3ˆ42ˆ4

.
.
of these thirds, so represents 32 .

1
1
1
1

1
pieces, thus each piece represents 4ˆ3

also 5 ˆ 4 parts when each part is 5ˆ3

3
4
3
4
recognize and generate equivalent fractions.

3
2
Using a tape diagram to show that

Using a number line diagram to show that

Using an area representation to show that

3
4
3
2

“
“

4ˆ3
4ˆ2
Viewed in terms of rows, this makes 3 rows of 4 small

into 3 equal pieces, thus each piece represents 13 and the

2
2
5ˆ3
5ˆ4
4ˆ3
4ˆ2

In the bottom diagram, the tape is partitioned into 4 ˆ 3 equal

pn ˆ aq{pn ˆ bq by using visual fraction models, with attention

two fractions themselves are the same size. Use this principle to
4.NF.1 Explain why a fraction a{b is equivalent to a fraction

to how the number and size of the parts differ even though the

pieces (12 twelfths). The shaded area is 2 ˆ 4 of these twelfths,

and the shaded section

The whole is the tape. In the top diagram, the tape is partitioned

shaded section represents 32 . Each section of the top diagram is

into 3 rectangles of equal area (3 thirds). The shaded region is 2

equal length in the unit interval, and 34 is 5ˆ4 of these. Therefore

of length 31 into 5 parts of equal length. There are 5 ˆ 3 parts of
3 is 4 parts when each part is 3 , and we want to see that this is
. Partition each interval
partitioned into four equal pieces to produce the bottom diagram.
pieces (12 twelfths). The shaded area is 4 ˆ 2 of these twelfths,
rectangles, so the square is now partitioned into 4 ˆ 3 equal
Viewed in terms of columns, this makes 4 columns of 3 small
NF, 3–5

Because 60
both fractions:

to the right of 1).

Draft, August 10, 2018.

9
7

fraction multiplication.

3
5
12 ˆ 8
12 ˆ 5
“

9
7
96
60

13
example, they see that 78 ă 12 13
12

Just as 5 “ 1 ` 1 ` 1 ` 1 ` 1, so
and

8
5
ă .

9 4
7 4
can see equivalence as “multiplying by 1":

“ ˆ1“ ˆ “
7ˆ8

“ ` ` ` `
without necessarily knowing its exact value.
12 ˆ 8

because 53 is the total length of 5 thirds.4.NF.3

3 3 3 3 3
1 1 1 1 1
36
28
“

pare them using Grade 3 methods and see that 56

96
56
.
7
denominators.4.NF.2 For example, to compare 58 and 12

96 is smaller, so

putting together two segments of lengths 4 and 7, so the sum of 23

tions with the same denominator. They add fractions with the same
Armed with this insight, students decompose and compose frac-
number line, allows them to see a fraction as a sum of unit fractions.
that students used in Grade 3 to see a fraction as a point on the
unit fractions. Number line diagrams, the same type of diagrams
students to see in a new light the way fractions are composed of
This simple understanding of addition as putting together allows
means. This is analogous to interpreting 51 ˆ 78 as 51 groups of 78,
to know how much 32 ` 85 is exactly in order to know what the sum
putting together two segments of length 23 and 85 . It is not necessary
and 58 can be interpreted as the length of the segment obtained by
and 7 can be interpreted as the length of the segment obtained by
for calculating their sums can be different. Just as the sum of 4
same for both fractions and whole numbers, even though algorithms
Adding and subtracting fractions The meaning of addition is the
a valid argument at this grade, since students have not yet learned
However, although a useful mnemonic device, this does not constitute
Grade 4 students who have learned about fraction multiplication
therefore to the left of 1) but 12 is greater than 1 (and is therefore
because 78 is less than 1 (and is
Students also reason using benchmarks such as 21 and 1. For
96 and 96 have the same denominator, students can com-
they rewrite
tions to compare fractions with different numerators and different
Grade 4 students use their understanding of equivalent frac-
11

1{b.
0
3
2
visual fraction model.

1
segment of length

5 segments put end to end

3
1
Representation of

2
3
2

3
5
`

“
Using the number line to see that
5
8

3
1
3
5
5
8

`
“

3
1

e.g., by using a visual fraction model.

3
1

`
3
`

3
1
3
1

`
`
as a length

3
1
3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
relationship between addition and subtraction.
3
1

3
1
`
3
1
`

ing and separating parts referring to the same whole.

3
1
`

denominator.4.NF.3c Here, equations are used to describe approaches

that might also be shown with diagrams:
7
hkkkkikkkkj 4
hkkkkikkkkj
7 4 1 1 1 1
` “ ` ¨¨¨ ` ` ¨¨¨
5 5 5 5 5 5
7`4
hkkkkkkkkikkkkkkkkj
1 ` 1 ` ¨¨¨ ` 1
“
5
7`4
“ .
5
Using the understanding gained from work with whole numbers of
the relationship between addition and subtraction, they also subtract
fractions with the same denominator. For example, to subtract 56 from
17
6 , they decompose

17 12 5 17 5 17 ´ 5 12
“ ` , so ´ “ “ “ 2.
6 6 6 6 6 6 6
Students also compute sums of whole numbers and fractions, by
representing the whole number as an equivalent fraction with the
same denominator as the fraction, e.g.
1 1 35 1 36
7 “7` “ ` “ .
5 5 5 5 5
Students use this method to add mixed numbers with like denomina- • A mixed number is a number written as a whole number plus a
tors.• Converting a mixed number to a fraction should not be viewed fraction smaller than 1, written without the ` sign, e.g. 5 34 means
as a separate technique to be learned by rote, but simply as addition. 5 ` 34 and 7 15 means 7 ` 51 .
Similarly, converting an improper fraction to a mixed number is a
matter of decomposing the fraction into a sum of a whole number and 4.NF.3 Understand a fraction a{b with a ą 1 as a sum of fractions
a number less than 1.4.NF.3b Students can draw on their knowledge
1{b.
from Grade 3 of whole numbers as fractions. For example, knowing
that 1 “ 33 , they see b Decompose a fraction into a sum of fractions with the
same denominator in more than one way, recording each
decomposition by an equation. Justify decompositions,
5 3 2 2 2
“ ` “1` “1 . e.g., by using a visual fraction model.
3 3 3 3 3
Calculations with mixed numbers provide opportunities for stu-
dents to compare approaches and justify steps in their computations
(MP.3). For example, 2 13 ´ 32 may be calculated in a variety of ways.
Here, equations with parentheses are used to describe three ap-
proaches that students might take but not necessarily their steps or • Use of parentheses, but not necessarily fluency with paren-
symbolism.• theses, is expected in Grade 5 (see 5.OA.1), however reading
Converting the 2 to 63 : expressions with parentheses may begin earlier.

1 2 6 1 2
ˆ ˙
2 ´ “ ` ´
3 3 3 3 3
7 2 5
“ ´ “ .
3 3 3

Draft, August 10, 2018.

NF, 3–5 13

Decomposing the 2 into 1 ` 1, and using the associative

and commutative properties:
1 2 1 2
ˆ ˙ ˆ ˙
2 ´ “ 1` ` 1´
3 3 3 3
1 1
ˆ ˙
“ 1` `
3 3
2 2
“ 1` “1 .
3 3
Decomposing a one into 3 thirds:
1 2 3 1 2
ˆ ˙
2 ´ “ 1` ` ´
3 3 3 3 3
4 2
“ 1 ´
3 3
2
“ 1 .
3
The third approach is an analogue of what students learned when
subtracting two-digit whole numbers in Grade 2: decomposing a unit
of the minuend into smaller units (see the Number and Operations
in Base Ten Progression). Instead of decomposing a ten into 10 ones
as in Grade 2, a one has been decomposed into 3 thirds. The same
approach of decomposing a one (this time into 10 tenths) could be
1 2
used to compute 2 10 ´ 10 :

1 2 10 1 2 11 2 9
ˆ ˙
2 ´ “ 1` ` ´ “1 ´ “1 .
10 10 10 10 10 10 10 10
5.NBT.7 Add, subtract, multiply, and divide decimals to hun-
This approach is used in Grade 5 when such computations are car- dredths, using concrete models or drawings and strategies based
ried out in decimal notation.5.NBT.7 on place value, properties of operations, and/or the relationship
Repeated reasoning with examples that gain in complexity leads between addition and subtraction; relate the strategy to a written
to a general method involving the Grade 4 NBT skill of finding quo- method and explain the reasoning used.

tients and remainders.4.NBT.6 For example, 4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based
47 p7 ˆ 6q ` 5 7ˆ6 5 5 5 on place value, the properties of operations, and/or the relation-
“ “ ` “7` “7 .
6 6 6 6 6 6 ship between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area
When solving word problems students learn to attend carefully to models.
the underlying quantities (MP.6). In an equation of the form A ` B “
C or A ´ B “ C for a word problem, the numbers A, B, and C must
all refer to the same whole, in terms of the same units.4.NF.3d For 4.NF.3 Understand a fraction a{b with a ą 1 as a sum of fractions
example, students understand that the problem
1{b.
Bill had 23 cup of juice. He drank half of his juice. How d Solve word problems involving addition and subtraction
much juice did Bill have left? of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and
cannot be solved by computing 32 ´ 21 . Although the 32 and “half” equations to represent the problem.
both refer to the same whole (the amount of juice that Bill had), the
2
3 refers to the whole measured in cups, but the half refers to the
amount of juice that Bill had as a unit, not measured in cups.

Draft, August 10, 2018.

NF, 3–5 14

Similarly, in solving
If 41 of a garden is planted with daffodils, 31 with tulips,
and the rest with vegetables, what fraction of the garden
is planted with flowers?
students understand that the sum 41 ` 13 tells them the fraction of the
garden that was planted with flowers, but not the number of flowers
that were planted.

Multiplication of a fraction by a whole number Previously in

Grade 3, students learned that 3 ˆ 7 can be represented as the num-
ber of objects in 3 groups of 7 objects, and write this as 7 ` 7 ` 7.
Grade 4 students apply this understanding to fractions, seeing
1 1 1 1 1 1
` ` ` ` as 5ˆ .
3 3 3 3 3 3
In general, they see a fraction as the numerator times the unit frac- 4.NF.4 Apply and extend previous understandings of multiplica-
tion with the same denominator,4.NF.4a e.g.,
tion to multiply a fraction by a whole number.
7 1 11 1 a Understand a fraction a{b as a multiple of 1{b.
“7ˆ , “ 11 ˆ .
5 5 3 3
b Understand a multiple of a{b as a multiple of 1{b, and
The same thinking, based on the analogy between fractions and use this understanding to multiply a fraction by a whole
whole numbers, allows students to give meaning to the product of a number.
whole number and a fraction,4.NF.4b e.g., they see
c Solve word problems involving multiplication of a fraction
2 2 2 2 3ˆ2 6 by a whole number, e.g., by using visual fraction models
3ˆ as ` ` “ “ . and equations to represent the problem.
5 5 5 5 5 5
Students solve word problems involving multiplication of a frac-
tion by a whole number.4.NF.4c
If a bucket holds 2 43 gallons and 3 buckets of water fill
a tank, how many gallons does the tank hold?
The answer is 3 ˆ 2 34 , which is

3 11 33 1
ˆ ˙
3ˆ 2` “3ˆ “ “8 .
4 4 4 4
4.MD.2 Use the four operations to solve word problems involving
Decimal fractions and decimal notation Fractions with denomi-
distances, intervals of time, liquid volumes, masses of objects,
nators 10 and 100, called decimal fractions, arise when students and money, including problems involving simple fractions or deci-
convert from dollars to cents,4.MD.2 and have a more fundamental mals, and problems that require expressing measurements given
importance, developed in Grade 5, in the base-ten system (see the in a larger unit in terms of a smaller unit. Represent measure-
Grade 5 section of the Number and Operations in Base Ten Pro- ment quantities using diagrams such as number line diagrams
that feature a measurement scale.
gression). For example, because there are 10 dimes in a dollar, 3
3 30
dimes is 10 of a dollar; and it is also 100 of a dollar because it is 30
cents, and there are 100 cents in a dollar. Such reasoning provides
a context for the fraction equivalence
3 3 ˆ 10 30
“ “ .
10 10 ˆ 10 100

Draft, August 10, 2018.

NF, 3–5

2.7 “ 27
10

100 ` 50.
.
make 57 cents.

such reasoning.
Students
3

Draft, August 10, 2018.

2.70 “
`

that 2.70 “ 2.7 because

use
27

100
270
10 100

10
27
,

their

“
“

20
100
2.7,
fraction addition in Grade 5:4.NF.5
30

ą
27
100
,

ability
`

9
10 ˆ 10
10 ˆ 27

100
0.27.

.
27

“
100 100

etc.
“

10
27
convert
57
100

can be written by using a decimal point • as4.NF.6

“ 2.7.

as 0.20 and 0.09 and see that 0.20 ą 0.09 because4.NF.7

fractions to
Fractions with denominators equal to 10, 100, etc., such as

the number of zeros in the denominator, so that 2.70 “ 270

in the margin, does not. So it is useful for Grade 4 students to see

digits, whereas the argument using an area representation, shown
alizes to work with decimals in Grade 5 that have more than two
The argument using the meaning of a decimal as a fraction gener-
nator. For example, to compare 0.2 and 0.09, students think of them
a fraction, making sure to compare fractions with the same denomi-
Students compare decimals using the meaning of a decimal as
fifty” and understood as 15 tens, as 10 tens and 5 tens, and as
five.") Similarly, 150 is read “one hundred and fifty” or “a hundred
scientists often read 0.15 aloud as “zero point one five" or “point one
read “15 hundred” or “1 thousand, 5 hundred.” (Mathematicians and
and 5 hundredths” or “15 hundredths,” just as 1,500 is sometimes
decimals aloud. For example, 0.15 can be read aloud as “1 tenth
Reflecting these understandings, there are several ways to read
reason
100 and
The number of digits to the right of the decimal point indicates
They can interpret this as saying that 3 dimes together with 27 cents
to fractions with the same denominator, in preparation for general
Grade 4 students learn to add decimal fractions by converting them
15

100.
this grade.

equal area.
before the decimal point.

e.g., by using a visual model.

Seeing that 0.2 ą 0.09

parisons with the symbols ą, =, or ă, and justify the conclusions,

two decimals refer to the same whole. Record the results of com-
4.NF.7 Compare two decimals to hundredths by reasoning about
their size. Recognize that comparisons are valid only when the
4.NF.6 Use decimal notation for fractions with denominators 10 or
• Decimals smaller than 1 may be written with or without a zero
subtraction with unlike denominators in general is not a requirement at
for adding fractions with unlike denominators in general. But addition and
Students who can generate equivalent fractions can develop strategies
4.NF.5 Express a fraction with denominator 10 as an equivalent
fraction with denominator 100, and use this technique to add two

area. The shaded region on the right shows 0.09 of the square,
since it is 9 parts when the unit is partitioned into 100 parts of
The shaded region on the left shows 0.2 of the square, since it
is two parts when the square is partitioned into 10 parts of equal
1
1
10

2
2

less
NF, 3–5

fractions.

3
Grade 5

than
a

1,
it enough?
c
b d
3 4
2 5
2

Draft, August 10, 2018.

` “
` “

which
`

is
denominator of the other:
7

3 6
1 1
10 100

For example in the problem

aˆd

3
`
“

1
2 ` 5 “ 7 by noticing that 7 ă 2 .
20
denominators 10 and 100, such as

probably
3ˆ4 4ˆ3
2ˆ4 5ˆ3
6 6
2 1

a
cˆb
bˆd dˆb
`

“
7

6
3
100 100

8
of paper or a tape diagram to reason that

small
“

`
2
1
` “ ` “ “ .

12 12
15
27
100
.

9
juice, because 52 ă 12 . They calculate 12 ` 25 “ 10
bˆd
“

enough
unit fractions with denominator 3 ˆ 4 “ 4 ˆ 3 “ 12:

12
23

aˆd`bˆc
.

5 cup from his. How much lemon juice do they have? Is

Ludmilla squeezes 21 cup from hers and Lazarus squeezes
need a cup of lemon juice to make hummus for a party.
Ludmilla and Lazarus each have some lemons. They

will not ruin the recipe. They detect an incorrect result such as
shortfall that it
, and see this as
students estimate that there is almost but not quite one cup of lemon
Students make sense of fractional quantities when solving word
nominator is a distraction from understanding algorithms for adding
sums of fractions, and in fact the effort of finding a least common de-
It is not necessary to find a least common denominator to calculate
fractions in one into the number of equal parts determined by the
In general, two fractions can be added by partitioning the unit
tioned into three equal parts, then each fraction will be a sum of
partitioned into four equal parts, and if each fourth in 45 is parti-
example, in calculating 32 ` 54 they reason that if each third in 23 is
re-express both fractions in terms of a new denominator.5.NF.1 For
dents extend this reasoning to situations where it is necessary to
of the same unit fraction so that they can be added. Grade 5 stu-
They understand the process as expressing both summands in terms
might have encountered similar situations, for example using a strip
the other, so that only one fraction has to be changed. Students
Note that this is a situation where one denominator is a divisor of
nominators when they work with decimals and add fractions with
some experience in calculating sums of fractions with different de-
Adding and subtracting fractions In Grade 4, students acquire
16

problems, estimating answers mentally to see if they make sense.5.NF.2

3
1

2
1

ableness of answers.
6
1

difference of fractions with like denominators.

Using a tape diagram to show that

2
1
3
1
6
1
2
1
`
“

3
4
Just as

3
1
NF, 3–5

get?

pounds.
3
5

Second,

Draft, August 10, 2018.

they

a
3
1
might

c
b d
ˆ “
use
5˜3“
3
5

3
5
,

the

ˆ5“ .

aˆc
3 3 3 3 3
1 1 1 1 1

bˆd
,
among the 9 people, calculating 50ˆ 91 “ 50
of whole numbers. For example, they see that

equation
3
1
“ ` ` ` ` “5ˆ .

develop the general formula for the product of two fractions,

Partitioning the remainder gives 5 59 pounds for each person.
fractions with addition and multiplication, understanding that

by weight, how many pounds of rice should each person

If 9 people want to share a 50-pound sack of rice equally

ˆ 5 is 1 part when 5 is partitioned into 3 equal parts,

ˆ 5 is 4 parts when 5 is partitioned into 3 equal parts.

which leads to the meaning of multiplication by a unit fraction:

need not express the formula in this general algebraic form, but
for whole numbers a, b, c, d, with b, d not zero. Grade 5 students
Using this understanding of multiplication by a fraction, students
fractions and division, students now see that 53 is one third of 5,
parts. With their new understanding of the connection between
of” to describe one part when a whole is partitioned into three equal
Students have, since Grade 1, been using language such as “third
that each person can be given 5 pounds, with 5 pounds remaining.
9 ˆ 5 “ 45 to see
9 so that each person gets
can be solved in two ways. First, they might partition each pound
also create story contexts to represent problems involving division
(partitive) interpretation of division (see figure in margin). They
b not equal to zero.5.NF.3 They can explain this using the sharing
or, more generally, ab “ a ˜ b for whole numbers a and b, with
In Grade 5, they connect fractions with division, understanding that
Multiplying and dividing fractions In Grade 4, students connected
17

This in turn extends to multiplication of any number by a fraction.5.NF.4a

2
0
2
0
2
0
0
5

2
1
2
1
2
1

1
There are 5 lengths of
length of 5 ˆ p2 ˆ 3ˆ2
Partition each length of

1
2
1

2.
2
2
2
2
2
2
1
to represent the problem.

2
1

The length of 2 pieces is 2 ˆ

Each of the 3 shaded pieces is

2
3
2
3
2
3

q, which is 2ˆ5
3
1
5˜3“5ˆ

3ˆ2 .
1
3
1

3ˆ2 .
There are 6 equal pieces, so each is
1
3 “ 3 , so each share is 3 of an object.

1
2,
“

6,
3
5

sequence of operations a ˆ q ˜ b.

2
4
2
4
2
4
2
3
2
Using a tape diagram to show that

in 3 equal parts. Each is

3
1
3
1

which is

ˆ
parts.
3
1

2
5
ˆ

1
3 as well as
2
1

2
5
2
5
2
5
ˆ 21 .
“
tion to multiply a fraction or whole number by a fraction.

Taking 2 pieces from each length of

6
1

ˆ 21 .

2
1
3ˆ2
2ˆ5
3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
in 3 equal parts.

ˆ 12 , which is
tioned in 3 equal
Other half parti-
One half partitioned

1
of q into b equal parts; equivalently, as the result of a
a Interpret the product pa{bq ˆ q as a parts of a partition
5.NF.4 Apply and extend previous understandings of multiplica-
nominator (a{b “ a ˜ b). Solve word problems involving division

mixed numbers, e.g., by using visual fraction models or equations

of whole numbers leading to answers in the form of fractions or
5.NF.3 Interpret a fraction as division of the numerator by the de-

3ˆ2 .
share consists of 5 pieces, each of which is 31 of an object; 5 ˆ
objects should contribute 31 of itself to each share. Thus, each
If you share 5 objects equally among 3 people, each of the 5

makes a
5
NF, 3–5

1
1
has area 36

they might say

ˆ
The answer is 43 ˆ

43 ˆ 2 `

Draft, August 10, 2018.

4
3
1
number line diagrams.

each copy has area 12

2 34 ,
˙
Ron and Hermione get?
3
2

which is
problems. For example, to explain

4
1
“ 118 .
ˆ
3
8
ˆ4“ ,

“ 86 ` 30 `
is 3 ˆ 2 , the product of the side lengths.

“ 86 ` 40 ˆ

4
9
4
3
“ 43 ˆ 2 ` 43 ˆ
4
3

˙ ˆ
a tank, how many gallons does the tank hold?

` 3ˆ
variation of a word problem from the Grade 4 section.
(see illustration in the margin).

4
3
˙
If a bucket holds 2 43 gallons and 43 buckets of water fill
ing one share for Harry. How many pounds of beans do
Flavour Beans. They decide to share them 3 ways, sav-
Ron and Hermione have 4 pounds of Bertie Bott’s Every
square with a side length that is a fractional unit. For example, a 53

uct of its side lengths—with an area model. Here, it is used in a

shown symbolically or—because the area of a rectangle is the prod-
In multiplication calculations, the distributive property may be
Because 12 copies of the smaller rectangle tile a 1-by-1 square,
smaller rectangle whose sides are the corresponding unit fractions.
fractional side lengths, students can see it as tiled by copies of a
1 square. For example, when working with a rectangle that has
Students can use similar reasoning with other tilings of a 1-by-
. So the area of the rectangle is 30 thirty-sixths, which
Because 36 of these of these unit squares tile a 1 by 1 square, each
by 21 rectangle can be tiled by 30 unit squares with side length 61 .
with a side length of 1 inch or 1 centimeter, fifth graders use a unit
with fractional side lengths.5.NF.4b Instead of using a unit square
number side lengths in Grade 33.MD.7a can be extended to rectangles
the method that they used to find areas of rectangles with whole-
use concepts of area measurement from Grade 33.MD.5 to see that
and an understanding of how to calculate such products, students
Having established a meaning for the product of two fractions
many examples (MP.8), using strips of paper, tape diagrams, and
rather recognize numerical instances from reasoning repeatedly from
18

Students also understand fraction multiplication by creating story

tion.

3
1

4
1
units.

4
3

2
1
1
square, 14 ˆ 13 “ 4ˆ3 .
to measure area.

40 ˆ
Because 4 ˆ 3 rectangles 14
wide and 13 high fit in a 1-by-1

4
3

40
3
5

has area

40 ˆ 2 “ 80
“ 30
3ˆ5
4ˆ3 .
derstand concepts of area measurement.

4
3
Using an area model to show that

4
3

3ˆ
ˆ

4
3

3
3
5

“
resent fraction products as rectangular areas.

3ˆ2“6
4
9
Using an area model to calculate 43 ˆ 2 34
tion to multiply a fraction or whole number by a fraction.

4ˆ3
3ˆ5

The rectangle of width 34 and height 53 is

, so
NF, 3–5

size of 3.5.NF.5a

Draft, August 10, 2018.

6
1

3˜
6
1

as nn , as explained on page 11.

˜3“

must be 3 ˆ 6 in 3, and so5.NF.7b

ings are in 2 cups of raisins?

is multiplied by 12 , for example.5.NF.5b

money Ms. Wilkin’s class raised.5.NF.6
6ˆ3
“
1
18

“ 3 ˆ 6 “ 18.
.
whole number, seeing for example that5.NF.7a

Also, they reason that since there are 6 portions of 6

share 21 lb of chocolate equally? How many 31 -cup serv-

How much chocolate will each person get if 3 people
Students use story problems to make sense of division:5.NF.7c

unchanged, can be related to fraction equivalence by expressing 1

The special case of multiplying by 1, which leaves a quantity
number smaller than 1 produces a smaller quantity, as when a price
division, enables students to see that multiplying a quantity by a
multiplying by unit fractions, and interpreting fractions in terms of
tity, as when a price is doubled, for example. Grade 5 work with
tiplication by numbers bigger than 1 as producing a larger quan-
with multiplication by whole numbers enables students to see mul-
opportunity for students to reason abstractly (MP.2). Previous work
The understanding of multiplication as scaling is an important
without evaluating the product. Likewise, they see 12 ˆ 3 as half the
that 5 ˆ 3 “ 15, they can also say that 5 ˆ 3 is 5 times as big as 3,
amount, 3, and a scaling factor, 5 or 21 . Thus, in addition to knowing
such as 5 ˆ 3 or 12 ˆ 3 as expressions that can be interpreted as an
ratios and proportional relationships, students learn to see products
Multiplication as scaling In preparation for Grade 6 work with
funds that Ms. Wilkin’s class raised, but it does not tell us how much
Ms. Wilkin’s class, then 31 ˆ 12 gives the fraction of the fund-raiser’s
by the 6th grade, and if 31 of the 6th grade’s funds were raised by
problems. For example, if 12 of a fund-raiser’s funds were raised
Students attend carefully to the underlying quantities when solving
in 1, there
now extend the same reasoning to division of a unit fraction by a
the same as multiplying the number by a unit fraction, 13 ˆ 5, they
seen that dividing a whole number by a whole number, e.g., 5 ˜ 3, is
dents start working with quotients that have unit fractions. Having
Using the relationship between division and multiplication, stu-
19

3
0
0

3
1
1
unit fractions.

3
2
1
2 ˜ 3 “ 2ˆ3 “ 6 .

3
3
1

4 ˜ 13 “ 4 ˆ 3 “ 12.
3
4
3
5
compute such quotients.

3
6
2

equations to represent the problem.

3
7
3
8

forming the indicated multiplication.

to the effect of multiplying a{b by 1.

number, and compute such quotients.

3
9
3
2
1

then 2 ˆ 3 of those parts compose the whole, so

3
10

Reasoning on a number line using the measurement

5.NF.5 Interpret multiplication as scaling (resizing), by:

Division of a unit fraction by a whole number:

3
6
1

11
models and equations to represent the problem.

2
1

3
Division of a whole number by a unit fraction: 4 ˜
4
12
3
1
˜3

3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
3Grade3ThemeaningoffractionsInGrades1and2,studentsusefractionlanguagetodescribepartitionsofshapesintoequalshares.2.G.3In2.G.3Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.Grade3theystarttodeveloptheideaofafractionmoreformally,buildingontheideaofpartitioningawholeintoequalparts.Thewholecanbeacollectionofobjects,ashapesuchasacircleorrect-angle,alinesegment,oranyfiniteentitysusceptibletosubdivisionandmeasurement.Thewholeasacollectionofobjects!Ifthewholeisacollectionof4bunnies,thenonebunnyis14ofthewholeand3bunniesis34ofthewhole.Grade3studentsstartwtihunitfractions(fractionswithnumer-ator1).Theseareformedbydividingawholeintoequalpartsandtakingonepart,e.g.,ifawholeisdividedinto4equalpartstheneachpartis14ofthewhole,and4copiesofthatpartmakethewhole.Next,studentsbuildfractionsfromunitfractions,seeingthenumer-ator3of34assayingthat34iswhatyougetbyputting3ofthe14’stogether.3.NF.1Anyfractioncanbereadthisway,andinparticular3.NF.1Understandafraction1�asthequantityformedby1partwhenawholeispartitionedinto�equalparts;understandafrac-tion��asthequantityformedby�partsofsize1�.thereisnoneedtointroducetheconceptsof“properfraction"and“improperfraction"initially;53iswhatonegetsbycombining5partstogetherwhenthewholeisdividedinto3equalparts.Twoimportantaspectsoffractionsprovideopportunitiesforthemathematicalpracticeofattendingtoprecision(MP6):•Specifyingthewhole.TheimportanceofspecifyingthewholeWithoutspecifyingthewholeitisnotreasonabletoaskwhatfractionisrepresentedbytheshadedarea.Iftheleftsquareisthewhole,itrepresentsthefraction32;iftheentirerectangleisthewhole,itrepresents34.•Explainingwhatismeantby“equalparts.”Initially,studentscanuseanintuitivenotionofcongruence(“samesizeandsameshape”)toexplainwhythepartsareequal,e.g.,whentheydivideasquareintofourequalsquaresorfourequalrectangles.Arearepresentationsof14Ineachrepresentationthesquareisthewhole.Thetwosquaresontheleftaredividedintofourpartsthathavethesamesizeandshape,andsothesamearea.Inthethreesquaresontheright,theshadedareais14ofthewholearea,eventhoughitisnoteasilyseenasonepartoutofadivisionintofourpartsofthesameshapeandsize.Studentscometounderstandamoreprecisemeaningfor“equalparts”as“partswithequalmeasurement.”Forexample,whenarulerisdividedintohalvesorquartersofaninch,theyseethateachsubdivisionhasthesamelength.Inareamodelstheyreasonabouttheareaofashadedregiontodecidewhatfractionofthewholeitrepresents(MP3).Thegoalisforstudentstoseeunitfractionsasthebasicbuildingblocksoffractions,inthesamesensethatthenumber1isthebasicbuildingblockofthewholenumbers;justaseverywholenumberisobtainedbycombiningasufficientnumberof1s,everyfractionisobtainedbycombiningasufficientnumberofunitfractions.ThenumberlineOnthenumberline,thewholeistheunitinterval,thatis,theintervalfrom0to1,measuredbylength.Iteratingthiswholetotherightmarksoffthewholenumbers,sothattheintervalsbetweenconsecutivewholenumbers,from0to1,1to2,2to3,etc.,areallofthesamelength,asshown.Studentsmightthinkofthenumberlineasaninfiniteruler.Thenumberline0123456etc.Toconstructaunitfractiononthenumberline,e.g.13,studentsdividetheunitintervalinto3intervalsofequallengthandrecognizethateachhaslength13.Theylocatethenumber13onthenumberDraft,5/29/2011,commentatcommoncoretools.wordpress.com.
from 0 to 4, so the number of times 31 goes into 4 is 12, that is
of division: the tape is the whole and the shaded length is 21 of
Reasoning with a tape diagram using the sharing interpretation

the whole. If the shaded length is partitioned into 3 equal parts,

the principle of fraction equivalence a{b “ pnˆaq{pnˆbq

in a product smaller than the given number; and relating
multiplying a given number by a fraction less than 1 results
bers greater than 1 as a familiar case); explaining why
given number (recognizing multiplication by whole num-
tion greater than 1 results in a product greater than the
b Explaining why multiplying a given number by a frac-
on the basis of the size of the other factor, without per-
a Comparing the size of a product to the size of one factor
5.NF.6 Solve real world problems involving multiplication of frac-
tions and mixed numbers, e.g., by using visual fraction models or
numbers by unit fractions, e.g., by using visual fraction
tions by non-zero whole numbers and division of whole
c Solve real world problems involving division of unit frac-
b Interpret division of a whole number by a unit fraction, and
a Interpret division of a unit fraction by a non-zero whole
5.NF.7 Apply and extend previous understandings of division to
divide unit fractions by whole numbers and whole numbers by

interpretation of division: there are 3 parts of length 13 in the unit

interval, therefore there are 4 ˆ 3 parts of length 13 in the interval
NF, 3–5 20

Where this progression is heading

In Grade 5, students interpreted a fraction as division of the numer-
ator by the denominator, e.g., they saw that 5 ˜ 3 “ 53 . In Grade
6, students see whole numbers and fractions as part of the system
of rational numbers, understanding order, magnitude, and absolute
value in terms of the number line. In Grade 7, students use proper-
ties of operations and their understanding of operations on fractions
to extend those operations to rational numbers. Their new under-
standing of division allows students to extend their use of fraction
notation from non-negative rational numbers to all rational num-
2
2 1
4 “ ´3 ˜ 4 and ´ 21 “ 3 ˜ ´ 2 (see the Number System
bers, e.g., ´3 3

Progression). • Note that in the Standards, “fraction” and “ratio” refer to different
Work with fractions and multiplication is a building block for concepts and that different notation is used with each. For exam-
ple, 32 is not used to represent 3 : 2. Equivalence for fractions
work with ratios.• In Grades 6 and 7, students use their under-
is denoted with the equal sign, e.g., 23 “ 64 , but the equal sign
standing of wholes and parts to reason about ratios of two quanti- is not used to denote the equivalence of two pairs of numerical
ties, making and analyzing tables of equivalent ratios, and graphing measurements that are in the same ratio.
pairs from these tables in the coordinate plane. These tables and
graphs represent proportional relationships, which students see as
functions in Grade 8.
Understanding of multiplication as scaling is extended in work
with ratios (see the Ratios and Proportional Relationships Progres-
sion) and in work with scale drawings (see the 7–8 Geometry Pro-
gression). Students’ understanding of scaling is further extended
when they work with similarity and dilations of the plane, using
physical models, transparencies, or geometry software in Grade 8,
and using properties of dilations in high school (see the high school
Geometry Progression).

Draft, August 10, 2018.

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