## MAKE YOUR OWN FRACTIONS—FRACTIONS GREATER THAN ONE

Students make area models of fractions greater than 1 expressed as improper fractions. Starting with fractions less than 1, students observe what happens to the fractions as their numerators increase, eventually becoming greater than their denominators. Students recognize that any fraction whose numerator is greater than its denominator is greater than 1. They also are able to describe the visual and symbolic representations of fractions greater than 1.

Note: This activity is available in two versions—an area model that represents fractions as parts of a circle and an area model that represents fractions as parts of a rectangle.

OBJECTIVES
• Students will use an area model of fractions to explore part-whole relationships.
• Students will observe the changes in an area model of a fraction as the numerator increases and becomes greater than the denominator.
• Students will make area models of fractions greater than 1.

COMMON CORE CONNECTIONS
Mathematical Practices

(1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (5) Use appropriate tools strategically; (7) Look for and make use of structure.

Content Standards

3.NF3c, 4.NF3