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EngageNY10 min(s)

- Related Activities
- Aligned Standards
- Teaching Strategies
- Differentiation Strategies

- 3.NF.A.2
- 3.NF.A.3.C

Major StandardsSupporting StandardsAdditional Standards

Standard 3.NF.A.2### Upcoming Standards for 3.NF.A.2

### 3rd Grade

### 4th Grade

### 5th Grade

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Part of Major Cluster 3.NF.A

3.NF.A.2.A

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NF.A.2.BRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

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.BRecognize 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.

3.NF.A.3.CExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.A.3.DCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

The Understood offers evidence-based strategies that benefit all students, especially those with learning differences and attention issues.

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