: 6 different colors of construction paper (cut into strips), scissors, chart paper,
computers with internet access.
: students make and use a set of fraction strips to represent the length
model, discover fraction relationships, and work with equivalent fractions. They then
create a virtual set of fraction strips using on online interactive activity.
M/S/T Standards and Evidence
(3.N.10) Develop an understanding of fractions as part of a whole unit and as parts of a
This is the main concept students will be gaining from this lesson. They will be
assigning one strip as a whole, and cutting strips into fractions of that whole.
(3.N.11) Use manipulatives, visual models, and illustrations to name and represent unit
fractions (1/2, 1/3, 1/4, 1/5, 1/6, and 1/10) as part of a whole or a set of objects.
The students will be using the construction paper strips to represent fractions.
(3.N.13) Recognize fractional numbers as equal parts of a whole.
When the students get their strips, the first strip is labeled “1 whole”
know the rest of the strips they are cutting are part of that whole.
(3.N.15) Compare and order unit fractions (½,
, ¼) and find their approximate
locations on a number line.
The students will be able to see a visual representation of fractions and by
seeing it will be able to compare and order them.
(4.N.8) Recognize and generate equivalent fractions (halves, fourths, thirds, fifths,
sixths, and tenths) using manipulatives, visual models, and illustrations.
The students will figure out fractions that are equivalent using their fraction
strips and record their findings.
(4.N.9) Use concrete materials and visual models to compare and order unit fractions or