The study of fractions in elementary school begins in the second grade and continues every year through the sixth grade. However, there is an interval of about a year before they learn fractions in the following school year, and there are concerns about entrenching and forgetting what they have learned. We conducted a survey on the recognition of unit fractions among fourth-grade children, about one year after learning fractions in the third grade, in order to identify learning characteristics in the third grade of children who were able to identify some of the fractions based on unit fractions, and to obtain suggestions for learning guidance. Only children who could write following the objectives, children who only added the numerator, and children who were biased toward the division operation were included in the actual analysis. We attempted to document how the children in their third year learned fractions. This implies that beginning in the second semester of third grade, the viewpoint of relying on division begins to shift to the viewpoint of unit fractions, and beginning in the fourth semester, the viewpoint converges to the viewpoint of unit fractions.