**Title:** Proteacher Collection: Fractions

**Description:**
This Web site contains comments and ideas for teaching fractions.

**Standard(s): **

[MA2013] (2) 25: Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them. [2-G2]

[MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words *halves, thirds, half of, a third of*, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

[MA2013] (3) 13: Understand a fraction ^{1}/_{b} as the quantity formed by 1 part when a whole is partitioned into *b* equal parts; understand a fraction ^{a}/_{b} as the quantity formed by *a* parts and size ^{1}/_{b}. [3-NF1]

[MA2013] (3) 14: Understand a fraction as a number on the number line; represent fractions on a number line diagram. [3-NF2]

[MA2013] (3) 15: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [3-NF3]

[MA2013] (4) 12: Explain why a fraction ^{a}/_{b} is equivalent to a fraction ^{nxa}/_{nxb} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1]

[MA2013] (4) 13: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as ^{1}/_{2}. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]

[MA2013] (4) 14: Understand a fraction ^{a}/_{b} with *a* > 1 as a sum of fractions ^{1}/_{b}. [4-NF3]