T.I.P.S.

Students must be able to show that a fraction can be written as a sum of unit fractions, as long as the denominator remains the same (and must be greater than 0). The original numerator can be larger than the denominator. Consequently, they must also be able to create and use representations to organize, record, and communicate mathematical ideas.
Example

The students in Anjelica’s class were each given a fraction and told to write the fraction as a sum of smaller fractions. Anjelica got 7/5 and is not sure how to make that happen. Use the following linking cube model to show Anjelica what to do. Explain why this model can be used this way.
Digital Tools

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Resources

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TEKS

4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.
(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