Fraction Museum
Create and critique exhibits showing equal fraction values.
Preview the complete lesson
Eight core questions and a two-question exit ticket. Print one set per student.
c1. What fraction is shaded? Write its value.
c2. What fraction is shaded? Write its value.
c3. What fraction is shaded? Write its value.
c4. What fraction is shaded? Write its value.
c5. Compare 1/2 and 2/4. Choose <, =, or >. The wholes are the same size.
c6. Compare 2/3 and 4/6. Choose <, =, or >. The wholes are the same size.
c7. Compare 3/4 and 6/8. Choose <, =, or >. The wholes are the same size.
c8. Compare 2/2 and 3/3. Choose <, =, or >. The wholes are the same size.
e1. Compare 1/2 and 3/6. Choose <, =, or >. The wholes are the same size.
e2. Give one check you would use before displaying a model.
Before the lesson
Recognize a whole and count equal parts.
Materials
- Pencil: 1 per student
- Plain paper sheets: 2 per student
- Projector: 1 per class (optional)
Activity
- Create a small exhibit with a labeled strip and a matching number line.
- Exchange exhibits. Check equal partitions, labels and the whole.
- Write a curator note explaining one repair and one equivalent name.
45-minute teaching sequence
Look at the first model or task. What is the whole? What do you notice?
Create a small exhibit with a labeled strip and a matching number line.
Exchange exhibits. Check equal partitions, labels and the whole.
Write a curator note explaining one repair and one equivalent name.
Choose core practice, or use the support prompts before moving to core. Use challenge prompts for explanation and transfer.
Compare 1/2 and 3/6. Choose <, =, or >. The wholes are the same size. Give one check you would use before displaying a model.
Watch for this misconception
Treating an attractive drawing as a correct model.
Check geometric partitions and labels before the visual styling.
Teacher answer key. Open responses include a rubric and one valid sample.
c1. What fraction is shaded? Write its value.
1 parts of size 1/2 represent 1/2.
c2. What fraction is shaded? Write its value.
2 parts of size 1/4 represent 2/4.
c3. What fraction is shaded? Write its value.
3 parts of size 1/6 represent 3/6.
c4. What fraction is shaded? Write its value.
4 parts of size 1/8 represent 4/8.
c5. Compare 1/2 and 2/4. Choose <, =, or >. The wholes are the same size.
1/2 = 2/4. Rename them as equal-sized parts or place them on the same unit number line.
c6. Compare 2/3 and 4/6. Choose <, =, or >. The wholes are the same size.
2/3 = 4/6. Rename them as equal-sized parts or place them on the same unit number line.
c7. Compare 3/4 and 6/8. Choose <, =, or >. The wholes are the same size.
3/4 = 6/8. Rename them as equal-sized parts or place them on the same unit number line.
c8. Compare 2/2 and 3/3. Choose <, =, or >. The wholes are the same size.
2/2 = 3/3. Rename them as equal-sized parts or place them on the same unit number line.
s1. What fraction is shaded? Write its value.
1 parts of size 1/2 represent 1/2.
s2. What fraction is shaded? Write its value.
1 parts of size 1/3 represent 1/3.
s3. What fraction is shaded? Write its value.
1 parts of size 1/4 represent 1/4.
s4. What fraction is shaded? Write its value.
2 parts of size 1/4 represent 2/4.
h1. Design two exhibits for one half.
Shade one of two parts or two of four equal parts in equal-sized strips.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
h2. Curate an exhibit labeled 2/3 on a strip with two of four parts shaded.
Change the label to 2/4, or redraw thirds and shade two.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
h3. Write a museum note about whole fractions such as 3/3.
All three thirds are included, so the value is one whole.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
h4. Give feedback on uneven partitions without rejecting the artist.
The shading is clear; equalize the partition sizes so the fraction label is accurate.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
e1. Compare 1/2 and 3/6. Choose <, =, or >. The wholes are the same size.
1/2 = 3/6. Rename them as equal-sized parts or place them on the same unit number line.
e2. Give one check you would use before displaying a model.
Verify equal-sized parts and a label matching the shaded count.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
Use the whole and equal-part prompts before moving to independent practice. Some items revisit the core concept with simpler models.
s1. What fraction is shaded? Write its value.
s2. What fraction is shaded? Write its value.
s3. What fraction is shaded? Write its value.
s4. What fraction is shaded? Write its value.
e1. Compare 1/2 and 3/6. Choose <, =, or >. The wholes are the same size.
e2. Give one check you would use before displaying a model.
Explain, transfer, and critique. More than one valid response may satisfy the rubric.
h1. Design two exhibits for one half.
h2. Curate an exhibit labeled 2/3 on a strip with two of four parts shaded.
h3. Write a museum note about whole fractions such as 3/3.
h4. Give feedback on uneven partitions without rejecting the artist.
e1. Compare 1/2 and 3/6. Choose <, =, or >. The wholes are the same size.
e2. Give one check you would use before displaying a model.
Teaching notes & lesson sources
Designed for Grade 3. Create and critique exhibits showing equal fraction values.
3.NF.A.3b curriculum reference
Version 1.0.0. Original, AI-assisted lesson content. Free local classroom use; public reuse terms have not yet been assigned.
These lessons have not yet been field-tested in classrooms. Use the exit ticket and student explanations to decide what to revisit.