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- 3.NF.A.1Understand 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.
- 3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- 3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

- 3.NF.A.3aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
- 3.NF.A.3bRecognize 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.3cExpress 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.3dCompare 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.

What Is the Whole

3rd Grade Math

Â» Unit:

Unit Fractions

Big Idea:The Common Core defines understanding of fractions as a 3rd grade Critical Area, beginning with unit fractions. It's time to grow our understanding.

Number Line Fractions

3rd Grade Math

Â» Unit:

Fractions: More Than A Whole

Big Idea:Students need to connect fractions to their world, and use them to help be more accurate in measurements. This lesson begins to make that connection.

And the Oscar Goes Toâ¦.

3rd Grade Math

Â» Unit:

Unit Fractions

Big Idea:Creating and viewing movies made by student groups will enhance working through real world faction story problems.

Jump the Line

3rd Grade Math

Â» Unit:

Fractions: More Than A Whole

Big Idea:Whole objects and sets of objects are not the only things that can be divided into fractional parts. Knowing how number lines can be partitioned is important to the application of fractions to everyday tasks.

Comparing Fractions

3rd Grade Math

Â» Unit:

Comparing Fractions

Big Idea:Children need to "see" math in order to begin explaining their knowledge. This lesson pairs fraction comparisons with modeling math.

I Want Some Candy! A Journaling Assessment

3rd Grade Math

Â» Unit:

Unit Fractions

Big Idea:Students must acquire an ability to explain their thinking using accurate vocabulary words. Journal entries are a perfect venue for this learning.

Add 'Em Up

3rd Grade Math

Â» Unit:

Unit Fractions

Big Idea:Naming unit fractions is a start, but helping students visualize how they can be grouped together to make a larger part of a whole is the focus of today's lesson.

Ordering Fractions With Fraction Cards (Days 1 - 3)

3rd Grade Math

Â» Unit:

Fractions

Big Idea:This task requires students to use the numerators and denominators of fractions for ordering fractions between zero and one.

Large Number Lines

3rd Grade Math

Â» Unit:

Fractions

Big Idea:Using large number lines provides an opportunity to use a large strip of paper to represent the whole amount and conceptualize how fractional amounts changed based on the size of the whole amount.

Show What You Know: A 2 Day Assessment

3rd Grade Math

Â» Unit:

Comparing Fractions

Big Idea:After a large unit like fractions, it is important to assess the students ability to apply and communicate their knowledge. These two very different activities will help you assess and record your student's learning according to the Common Core Standards.

Ordering Fractions With Partners

3rd Grade Math

Â» Unit:

Fractions

Big Idea:Students teaching and learning from each other improves and enhances their learning and understanding in a reteach of this concept.

3.NF.A.3a

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3b

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.

3.NF.A.3c

Express 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.3d

Compare 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.