teaching resource

Fraction Strips

Updated: 19 Jul 2023

Promote hands-on learning in your classroom with this set of printable fraction strips.

Non-Editable: PDF
Pages: 2 Pages
Grades: 3 - 5

Curriculum

CCSS.MATH.CONTENT.3.NF.A.1

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 of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or...
CCSS.MATH.CONTENT.4.NF.A.1

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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 ...
CCSS.MATH.CONTENT.4.NF.A.2

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 ref...
CCSS.MATH.CONTENT.4.NF.B.3

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCSS.MATH.CONTENT.4.NF.B.3.A

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/...

Math 2.3(C)

Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
Math 3.3(A)

Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
Math 3.3(C)

Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
Math 3.3(D)

Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
Math 3.3(F)

Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Math 3.3(G)

Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
Math 3.3(H)

Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
Math 4.3(A)

Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;
Math 4.3(B)

Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;
Math 4.3(C)

Determine if two given fractions are equivalent using a variety of methods;
Math 4.3(D)

Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or
Math 4.3(E)

Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;

teaching resource

Fraction Strips

Updated: 19 Jul 2023

Promote hands-on learning in your classroom with this set of printable fraction strips.

Non-Editable: PDF
Pages: 2 Pages
Grades: 3 - 5

Promote hands-on learning in your classroom with this set of printable fraction strips.

How Can You Use Fraction Strips in the Classroom?

We all know that using hands-on materials in math class can be very beneficial as students learn to represent ideas concretely. Here are some ways you can use fraction strips in the classroom:

Introduction to Fractions: Use fraction strips to introduce the concept of fractions to students. Demonstrate how the strips can be folded to represent different fractions, and have students practice folding strips to show different fractions.

Comparing Fractions: Use fraction strips to compare different fractions. Have students line up strips to compare fractions with the same denominator or the same numerator.

Adding and Subtracting Fractions: Use fraction strips to demonstrate addition and subtraction of fractions. For example, have students add a 1/4 strip, ½ strip, and two ⅛ strips to show that they equal one whole strip.

Equivalent Fractions: Use fraction strips to show equivalent fractions. For example, have students show that 2/4 is equivalent to 1/2 by folding both strips in half.

Fraction Games: Use fraction strips to create fun games that help students practice their fraction skills. For example, have students race to see who can line up the fraction strips to make a certain number.

Overall, fraction strips are a versatile and engaging tool for teaching fractions in the classroom. By using fraction strips, students can develop a deep understanding of fractions and build their math skills in a fun and interactive way.

Easily Prepare This Fractions Strips Printable Resource for Your Students

Use the dropdown icon on the Download button to choose between the color or black and white PDF version of this resource.

Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

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Curriculum

CCSS.MATH.CONTENT.3.NF.A.1

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 of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or...
CCSS.MATH.CONTENT.4.NF.A.1

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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 ...
CCSS.MATH.CONTENT.4.NF.A.2

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 ref...
CCSS.MATH.CONTENT.4.NF.B.3

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCSS.MATH.CONTENT.4.NF.B.3.A

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/...

Math 2.3(C)

Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
Math 3.3(A)

Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
Math 3.3(C)

Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
Math 3.3(D)

Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
Math 3.3(F)

Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Math 3.3(G)

Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
Math 3.3(H)

Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
Math 4.3(A)

Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;
Math 4.3(B)

Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;
Math 4.3(C)

Determine if two given fractions are equivalent using a variety of methods;
Math 4.3(D)

Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or
Math 4.3(E)

Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;

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