Students will launch the fractions project by exploring fair-share problems with hands-on materials, noticing what makes parts equal or unequal, and recording questions they want to investigate about wholes, parts, and snack sharing. They will use partner talk, visual supports, and quick documentation to begin the routines they will need for later evidence collection, critique, and revision.

Students will investigate how to ask a strong fraction question and choose a fair way to collect evidence with shapes, classroom objects, and pretend snacks. They will test equal and unequal parts, compare possible methods, make a simple hypothesis, and revise a partner plan for documenting fairness, fraction labels, and explanation notes before moving into full evidence collection.

Students will collect and document evidence about halves, thirds, and fourths by building equal-share models with classroom objects, cut paper shapes, and pretend snacks; checking models for fairness and accuracy with peers; and revising their notes, sketches, labels, and explanations so their investigation records are clear and usable in the next phase.

Students will analyze evidence from their fraction investigations, compare halves, thirds, and fourths across models, revise their fraction collage and snack-share explanations through peer critique, and complete a final partner performance task that prepares them for the public showcase.

Students will present their finished fraction collage and fair snack share board to classmates, families, staff, the art teacher, and the cafeteria manager, then explain their evidence about equal parts, fair shares, and fraction size using visuals, objects, and partner talk.