Identify and observe situations relevant to self, family, or community in which fractional quantities would be measured or used and explain what the fraction quantifies.

Explore First Nations and Métis methods of observing and representing fractional quantities (e.g., consider the concept of sharing from a First Nations or Métis holistic worldview).

Explain the relationship of a representation of a fraction to both a quantity of zero and a quantity of one (the whole or entire group, region, or length).

Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

Analyze a set of diagrams or concrete representations to sort the representations into those that represent the same fraction and those that do not, and explain the sorting.

Analyze representations of a set of fractions of a whole, group, region, or length that all have the same numerator (e.g., 2/3, 2/4, 2/5) and explain what about the fractional quantities is similar and what is different.

Analyze representations of a set of fractions of a whole, group, region, or length that all have the same denominator (e.g., 0/5, 1/5, 2/5, 3/5, 4/5, 5/5) and explain what about the fractional quantities is similar and what is different.

Explain the role of the numerator and denominator in a fraction.

Demonstrate how a fraction can represent a different amount if a different size of whole, group, region, or length is used.

Compare, concretely, pictorially, physically, or orally, and order a set of fractions with either equivalent denominators or equivalent numerators.

Represent a fraction as part of a whole, group, region, or length and explain the representation.

Explain how a region can be divided into unequal parts, but the parts still represent a fraction of the region (e.g., Canada divided into provinces and territories which are not equal in area).