Grade 3: Visual Fractions

Warm up with a quick recall on the board. Shade equal parts of shapes and sets, and read the fraction as shaded parts over total parts. Fold paper to show equivalence.

Visual fractions means naming a fraction from a shaded shape, and shading a shape to show a fraction. It is where fractions begin, before any calculating. The whole must be split into equal parts: the bottom number (denominator) is how many equal parts the whole is cut into, and the top number (numerator) is how many are shaded. Model the method clearly, thinking aloud:

• Insist the parts are equal, because a shape split into unequal pieces cannot be used to name a fraction.
• Read the denominator from the total number of equal parts, and the numerator from how many are shaded.
• Use different shapes for the same fraction (a circle, a bar, a set of counters) so one half looks like one half whatever the shape.
• Practise both directions: name the fraction shown, and shade a shape to match a given fraction.
• Show that all the parts together make the whole (four quarters shaded is one whole, 4/4 = 1).

Do the first few questions of the practice worksheet together, one child explaining each step. Check for understanding before releasing the class to work alone.

Students complete the worksheet independently. Hand out the three difficulty levels below so every child works at the right stretch.

Circulate and look for these, they are the usual sticking points:

• Counting parts that are not equal in size.
• Swapping the numerator and denominator (writing 4/1 for one part out of four).
• Counting the shaded and unshaded parts separately instead of shaded out of the total.
• Thinking a bigger denominator makes a bigger piece.
• Counting shaded parts over unshaded parts, or accepting unequal parts as halves/quarters.

Pull the class back together. Ask one child to explain visual fractions in their own words, pose a single check question everyone answers on a mini whiteboard, and name what you will build on next lesson.

Use the independent worksheet as the evidence. A child who can complete it accurately and explain one answer has met the objective; anyone who cannot needs the easier level and a short reteach next session.