# Representing Fractions with Cuisenaire Rods (1 of 2)

1. Discuss how the the longer rod can be seen as one whole unit.
2. Emphasize that the fraction depends on both rods and their relationship and stress that the same rod can be used to represent different fractions.
3. As an alternative, or an addition to this worksheet, use real Cuisenaire rods for hands-on practice.
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## What is the Fraction?

Name:______________________

The red rod represents 23 of the light-green rod.

The white rod represents 14 of the purple rod.

The yellow rod represents 56 of the dark-green rod.

The light-green rod represents 34 of the purple rod.

The white rod represents 13 of the light-green rod.

The light-green rod represents 38 of the brown rod.

The red rod represents 26 or 13 of the dark-green rod.

The yellow rod represents 510 or 12 of the orange rod.

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For reference - print page 2 only if required

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### Related Resources

The various resources listed below are aligned to the same standard, (3NF01) taken from the CCSM (Common Core Standards For Mathematics) as the Fractions Worksheet shown above.

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

#### Worksheet

Similar to the above listing, the resources below are aligned to related standards in the Common Core For Mathematics that together support the following learning outcome:

Develop understanding of fractions as numbers