Fractions

3rd Grade
Our Standard
CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and

compare fractions by reasoning about their size.
Lesson 1
Understand two fractions as equivalent (equal)
if they are the same size
CCSS.MATH.CONTENT.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.
Lesson 2 Understand two fractions as equivalent
(equal) if they are on the same point on a number
line CCSS.MATH.CONTENT.3.N
F.A.3.A Understand two fractions
as equivalent (equal) if they are the
same size, or the same point on a
number line.
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions.
Explain why the fractions are equivalent, e.g., by using
a visual fraction model.
Lesson 3: Equivalent fractions using length model

¹/₃ = ²/₆ ³/₄ = ⁹/₁₂

Lesson 4: Equivalent fractions using area model

¼ ¼ ¼ ¼ ½ ½
CCSS.MATH.CONTENT.3.NF.A.3.C
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.
Lesson 5

_________________________________ = 1

4 divided into 4
parts equals 1
Lesson 6

_____________________________________
=
1 3 divided
into 1 part
equals 3
Lesson 7
Standard: CCSS.MATH.CONTENT.3.NF.A.3.D 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.

NCTM: Problem Solving: make sense of problems and persevere in solving them. Use appropriate
tools strategically.
Lesson 8
NCTM: Representations: Model with mathematics.

Students will be able to see how fractions with the same numerator or
denominator are different or the same, depending on which value is on the
top or the bottom.

https://illuminations.nctm.org/Activity.aspx?id=3519