Unit Fraction Builders
Build a whole by repeating a unit fraction.
Preview the complete lesson
Eight core questions and a two-question exit ticket. Print one set per student.
c1. Six equal parts fill a whole. What is the value of one part?
c2. Eight equal parts fill a whole. What is one part?
c3. What fraction is shaded? Write its value.
c4. What fraction is shaded? Write its value.
c5. What fraction is shaded? Write its value.
c6. How many copies of 1/4 fill one whole?
c7. How many copies of 1/3 fill one whole?
c8. What fraction do two copies of 1/6 cover?
e1. What is one part when a whole has four equal parts?
e2. Why do six copies of 1/6 make one whole?
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
- Draw one strip. Make six equal sections and label one section 1/6.
- Cover the whole with six copies of that section. Repeat with thirds and fourths.
- Partners name the unit and explain how many copies make one whole.
45-minute teaching sequence
Look at the first model or task. What is the whole? What do you notice?
Draw one strip. Make six equal sections and label one section 1/6.
Cover the whole with six copies of that section. Repeat with thirds and fourths.
Partners name the unit and explain how many copies make one whole.
Choose core practice, or use the support prompts before moving to core. Use challenge prompts for explanation and transfer.
What is one part when a whole has four equal parts? Why do six copies of 1/6 make one whole?
Watch for this misconception
Treating the denominator as the number of shaded parts.
Name one equal part first, then count how many copies are shaded.
Teacher answer key. Open responses include a rubric and one valid sample.
c1. Six equal parts fill a whole. What is the value of one part?
One of six equal parts is 1/6.
c2. Eight equal parts fill a whole. What is one part?
One of eight equal parts is 1/8.
c3. What fraction is shaded? Write its value.
1 parts of size 1/2 represent 1/2.
c4. What fraction is shaded? Write its value.
1 parts of size 1/3 represent 1/3.
c5. What fraction is shaded? Write its value.
1 parts of size 1/4 represent 1/4.
c6. How many copies of 1/4 fill one whole?
Four fourths form a whole.
c7. How many copies of 1/3 fill one whole?
Three thirds form a whole.
c8. What fraction do two copies of 1/6 cover?
Two copies of 1/6 cover 2/6.
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.
1 parts of size 1/6 represent 1/6.
h1. Explain why one sixth is smaller than one third of the same whole.
Sixths split the whole into more equal parts, so each is smaller.
- 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. Build 3/4 using only a 1/4 piece.
Repeat the quarter piece three times.
- 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. A child uses five sixths to build a whole. Repair the model.
Add one more sixth; six sixths are 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. Invent two different unit-fraction tilings of one strip.
Two halves or four fourths each fill the same strip.
- 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. What is one part when a whole has four equal parts?
Each equal part is one fourth.
e2. Why do six copies of 1/6 make one whole?
Six copies cover all six equal parts exactly.
- 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. What is one part when a whole has four equal parts?
e2. Why do six copies of 1/6 make one whole?
Explain, transfer, and critique. More than one valid response may satisfy the rubric.
h1. Explain why one sixth is smaller than one third of the same whole.
h2. Build 3/4 using only a 1/4 piece.
h3. A child uses five sixths to build a whole. Repair the model.
h4. Invent two different unit-fraction tilings of one strip.
e1. What is one part when a whole has four equal parts?
e2. Why do six copies of 1/6 make one whole?
Teaching notes & lesson sources
Designed for Grade 3. Build a whole by repeating a unit fraction.
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.