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Puzzle Murals

Arts Integrated Small Group for Grade 3 Equivalent Fractions

Tags: Fractions Small Group Differentiate Equivalent Fractions

Puzzle Murals

Pairs with Reveal Math Lessons 3rd Grade: 8-2

Students examine two copies of the same mural that have been partitioned into equal parts. (For example, one copy will be partitioned into fourths, and one will be partitioned into eighths.) Students will be tasked with putting the puzzle pieces back together to show their original images. The intent is for each student to recognize that some of the partitioned parts are equivalent (1/4=2/8).

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MARYLAND STATE STANDARDS

MD Math Standards:

  • 3.NOS.F.13 – Explain equivalence of fractions and compare fractions by reasoning about their size, recognizing that comparisons are valid only when the two fractions refer to the same whole. a. Represent two fractions as equivalent if they are the same size, or they represent the same point on the number line. b. Identify and generate equivalent fractions, (e.g. ½=2/4, 4/6=2/3) and explain why the fractions are equivalent using concrete materials, drawings, number lines, or equations.

Students are able to use partitioned murals to explain fraction equivalence. They will have opportunities with two different sets of fractions with unlike denominators.

MD Arts Standards:

  • VA.AS7.I:3-5:1 – Analyze similarities and differences between the elements of art in observed form.
  • VA.AS7.E:3-5:1 – Analyze components in visual imagery that convey messages and compare personal interpretations.

These arts standards require that students analyze images for meaning and messages. They will be looking for similarities and differences between each mural.

OUTSIDE OF MD?

Common Core State Standards:

  • 3.NF.A.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  • 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.
  • 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.
National Arts Standards:

  • VA:Re7.2.3a – Determine messages communicated by an image.

ARTS INTERATED LEARNING OBJECTIVE

Students will be able to explain why two fractions are equivalent by comparing and contrasting images of murals that have been equally partitioned by fourths and eighths, along with thirds and sixths.

MATH DOMAIN

  • Number and Operation Sense → Develop an understanding of fractions as numbers → Equivalent fractions

COHERENCE

  • Before: In 2nd grade, students partitioned shapes into equal parts and identified basic fractions. In Unit 7 of third grade math, students used models to represent fractions (shading figures and number lines). In lesson 8-2, students learned that fractions with different numerators and denominators can be equal to each other.
  • After: In unit 8 of third grade math, students will generate equivalent fractions and compare fractions using number lines. In 4th grade, students will find common denominators.

MATH & ART SKILLS

  • Math: Students will be able to explain why two fractions are equivalent.
  • Art: Students will visually analyze a piece of art to observe/determine similarities and/or differences.

MATERIALS

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Video Playlist

Slides

Concept Map

PREPARE

    TEACH

    Show students the first mural on slide 2. Ask:

    • “What do you notice in this mural?”
      • Sample student response: “I notice a blue sky with a lot of clouds behind most of the main figure.”
    • “How does this mural make you feel?”
      • Sample student response: “This image makes me feel energetic because of the bright colors.”

    Show students the video on slide 4 to provide background information on the artist Kid Balloon and discuss the connection to our community.

    Distribute partitioned images of mural 1 to students. Have one group work on putting the fourths together, and one group work on putting the eighths together.

    When students have successfully reconstructed the murals, ask:

    • “What is the total number of parts in this image?”
      • Sample student response: “There are four parts to this image.”
    • “If I take away one part, what does that represent?”
      • Sample student response: “The part of the mural now shown is ¾.”
    • “How could I represent the parts of this image in a fraction?”
      • Sample student response: “Each part shows me ¼ of the mural.”
    • Label each part of the mural with a unit fraction using a dark marker (¼ or ⅛). Use slides 6 and 7 as a model for how the unit fractions should be placed on each partitioned section.

    Focus on one section of the mural at a time (bottom fourth with greenery) and discuss why parts are equivalent. Here are a few guiding statements and questions to use:

    • “This ¼ of the mural is the exact same as 2/8 of this copy. Why are they the same? Why is there only ONE fourth and TWO eighths?”
      • Sample student response: “The eighths are smaller pieces, so there are more of them than the fourths.”
    • Then look at 2/4 and 4/8 and how they are equivalent. Continue reconstructing the murals by working from the bottom up and discussing fraction equivalence.

    Repeat the steps with the second mural (thirds and sixths). When introducing the second mural, be sure to compare and contrast the two murals:

    • “How is this mural similar to the first? How is it different?”
      • Sample student response: “Both murals seem to show figures made out of balloons because their heads are tied like a balloon, and they do not have necks. They both have bright colors, but the second mural has more warm colors.”
    • “How does this mural make you feel?”
      • Sample student response: “This mural makes me feel excited because the figures appear to be excited based on their facial expressions.”

    ASSESSMENT & REFLECTION

    Reflect: Share how muralists often use the grid method and equally partition sections when creating their murals. The use of grids helps them scale a smaller piece of art onto a large wall because they are able to complete one part at a time (slide 11). Ask:

    • What do you wonder about this process?
    • How do equal sections help muralists make their artwork larger while keeping the parts in the right places?

    Perform informal checks for understanding throughout the activity. Teachers will know that students have mastered the learning objective when they can explain how they know two fractions are equivalent by looking at two partitioned murals.

    DIFFERENTIATION

    Teachers may use fraction tiles/strips or fraction circles as an additional strategy to help students understand when two fractions are equivalent. These manipulatives allow students to see that equivalent fractions are the same size and have the same size whole.

    As an extension, teachers can give students a mural that has not been partitioned and have them partition it into equal parts of their own choosing. Additionally, teachers could use copies of student art instead of Baltimore murals to teach the same concept.

    Return to Topic

    Materials Google Folder

    BRAIN TARGETED TEACHING IN THE CLASSROOM

    This activity uses visual thinking routines because students are being asked to observe an image and recreate it from their memory. They are also comparing and contrasting various aspects of each mural. This is artful repetition because it reinforces a skill that was covered in the explore and develop section of this lesson.

    Using Visuals to Build Thinking Habits – Visual Thinking Routines:

    Visuals enhance memory more effectively than words alone (the picture superiority effect “a picture is worth a thousand words”).

    Images are processed both visually and verbally, leading to deeper encoding and retention. Visual art also supports building strong thinking habits, including observation and interpretation, conceptual understanding, perspective-taking, and questioning.

    Using images helps make student thinking visible and promotes deeper cognitive processing. This is because it aligns with how the brain naturally learns: requiring students to slow down, make connections, and engage curiosity. In doing so, habits of thinking are reinforced.

    Harvard’s Project Zero Thinking Routines are an excellent resource.

    Artful Repetition for Long Term Memory – Engaging Repetition:

    Repeated rehearsal is the process of revisiting information, or repeating it, to strengthen memory.

    Arts integration naturally supports repeated, varied rehearsal by engaging students in creative, meaningful ways. Each artistic iteration reinforces learning while maintaining engagement.

    Ex: Students create a song about the states of matter (solids, liquids, & gas) using lyrical substitution, then demonstrate the molecular structure of each state through tableau. The song can be used at the start of every class period throughout the unit for more repeated rehearsal (science)

    The Emotional Climate:

    Teachers should have established social connections with students to help facilitate discussions where students feel comfortable sharing their thoughts and feelings in class. Teachers should be sure to encourage all students to participate in class discussion. Discuss muralists and Baltimore murals.

    The Physical Space:

    Students should be able to see the images and slideshow. Students should have a clear desk or table space to put their images together. An appropriate number of mural copies should be made based on the size of small group.

    Learn More:

    Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.

    ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

    All video content made in partnership with Baltimore’s Root Branch Media Group.

    OTIS ELDRIDGE

    Dr. Otis L. Eldridge has dedicated the past 11 years to serving students as a general music teacher, band director, and arts integration specialist. A proud native of Baltimore City and graduate of Baltimore City Public Schools, Dr. Eldridge earned his bachelor’s, master’s, and doctoral degrees from Morgan State University. His commitment to education and student success has earned him numerous honors, including recognition as an Outstanding Instrumental Music Educator in 2023. Most recently, he was selected as the 2025–2026 Baltimore City Public Schools Teacher of the Year. He currently serves as a Member-at-Large for the Maryland Music Educators Association, contributing to state arts education policy.

    HAILEY KOOB-JOHNSON

    Hailey Koob-Johnson is a passionate third grade teacher dedicated to creating an engaging classroom where all learners can thrive. As her school works toward becoming an IB Primary Years Programme (PYP) school, she embraces an inquiry-based approach that fosters student agency and meaningful connections across subject areas. Hailey is committed to arts integration, using movement, visual arts, and creative expression to deepen understanding and make learning accessible for diverse learners. Outside of the classroom, she enjoys training for marathons and spending time with her dogs. She brings that same energy and creativity into her classroom to keep learning joyful, inclusive, and engaging.

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