Half Price at the Fraction Sale

Half Price at the Fraction Sale

Ages 7–9 · 7 minutes · Math

Find a great deal and a rare collectible practicing fractions at the big sale!

In this fractions lesson, students will learn and practice:

- Finding 1/2, 1/3 and 1/4 of a price
- Working with numerators great than 1, like in 2/3
- The importance of equal parts

Part of

Standards alignment

Common Core State Standards

  • 3.NF.A.1 — Understand 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.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 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.

Alabama

  • MA19.3.2 — Illustrate and interpret the quotient of two whole numbers as the number of objects in each group or the number of groups when the whole is partitioned into equal shares.
  • MA19.2.27 — Partition circles and rectangles into two, three, or four equal shares. Describe the shares using such terms as _halves, thirds, half of_, or _a third of_, and describe the whole as _two halves, three thirds_, or _four fourths_.
  • MA19.3.13 — Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

Alaska

  • 3.NF.1 — Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4)
  • 3.NF.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).

Arizona

  • 3.NF.A.1 — Understand 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.2.c — Understand a fraction 1/b as a special type of fraction can be referred to as a unit fraction (e.g. 1/2, 1/4).

Arkansas

  • 3.NPV.6 — Identify fractions as parts of a whole and parts of a collection or set. • Fractions include: denominators 2, 3, 4, 6, and 8
  • 3.CAR.6 — Solve real-world problems using multiplication and division within 100 involving equal groups, arrays, partitive and measurement division.
  • 3.NPV.10 — Decompose and compose a non-unit fraction 𝑎/𝑏 as the quantity formed by the sum of unit fractions. • Fractions include: denominators 2, 3, 4, 6, and 8
  • 3.NPV.11 — Use number lines and visual models to recognize and generate equivalent fractions, explaining how they are equivalent in real-world and mathematical situations. • Fractions include: denominators 2, 3, 4, 6, and 8

California

  • 3.NF.A.1 — Understand 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.

Colorado

  • 3.NF.A.1 — Describe 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.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Connecticut

  • 3.NF.A.1 — Understand 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.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.

Delaware

  • 3.NF.A.1 — Understand 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.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.

Florida

  • MA.3.FR.1.1 — Represent and interpret unit fractions in the form 1/n as the quantity formed by one part when a whole is partitioned into n equal parts.
  • MA.3.FR.1.2 — Represent and interpret fractions, including fractions greater than one, in the form of <math xmlns="http://www.w3.org/1998/Math/MathML"><mstyle mathsize="10px"><mfrac><mi>m</mi><mi>n</mi></mfrac></mstyle></math> as the result of adding the unit fraction <math xmlns="http://www.w3.org/1998/Math/MathML"><mstyle mathsize="10px"><mfrac><mn>1</mn><mi>n</mi></mfrac></mstyle></math> to itself m times.
  • MA.3.FR.1.3 — Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form.

Georgia

  • 3.NR.4.1 — Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.
  • 3.NR.4 — Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
  • 3.PAR.3 — Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.
  • 3.NR.4.4 — Recognize and generate simple equivalent fractions.

Hawaii

  • 3.NF.A.1 — Understand 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.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 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.

Idaho

  • 2.G.A.3.a — Describe the shares using the words “halves,” “thirds,” “fourths,” and “quarter,” and use the phrases “half of,” “a third of,” “a fourth of,” and “quarter of.”
  • 3.NF.A.1 — Understand a fraction 1/b as the quantity formed by one part when a whole (a single unit) is partitioned into 𝑏 equal parts; understand a/b as the quantity formed by a parts of size 1/b
  • 3.NF.A.3.b — Recognize and generate simple equivalent fractions, and explain why the fractions are equivalent, such as by using a visual fraction model.

Illinois

  • 3.NF.A.1 — Understand 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.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.

Indiana

  • 3.NS.2 — Model unit fractions as the quantity formed by 1 part when a whole is partitioned into equal parts; model non-unit fractions as the quantity formed by iterations of unit fractions. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.] (E)
  • 3.CA.4 — Model the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Model the properties of 0 and 1 in division using objects or drawings. (E)
  • 3.CA.7 — Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). (E)

Iowa

  • 3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into 𝑏𝑏 equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b .
  • 3.NF.A.3.b — Recognize and generate simple equivalent fractions. For example, 1/2 = 2/4 , 4/6 = 2/3 . Explain why the fractions are equivalent. For example, by using a visual fraction model.

Kansas

  • 3.NF.1 — Understand 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.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.

Kentucky

  • KY.3.NF.1 — Understand 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.
  • KY.3.OA.2 — Interpret and demonstrate whole-number quotients of whole numbers, where objects are partitioned into equal shares.

Louisiana

  • 3.NF.A.1 — Understand a fraction 1/b, with denominators 2, 3, 4, 6, and 8, 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.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.

Maine

  • 3.NF.A.1 — Understand a unit 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.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 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.

Maryland

  • 3.NF.A.1 — Understand 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.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.

Massachusetts

  • 3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole (a single unit) is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 3.NF.A.3.b — Recognize and generate simple equivalent fractions, e.g., ½ = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Michigan

  • 3.NF.A.1 — Understand 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.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.

Minnesota

  • 3.1.3.1 — Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. For example: Parts of a shape (3/4 of a pie), parts of a set (3 out of 4 people), and measurements (3/4 of an inch).
  • 3.1.2.3 — Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division.
  • 3.1.2.4 — Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems. For example: You have 27 people and 9 tables. If each table seats the same number of people, how many people will you put at each table? Another example: If you have 27 people and tables that will hold 9 people, how many tables will you need?

Mississippi

  • 3.NF.1 — Understand 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.OA.2 — Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
  • 3.NF.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.
  • 3.OA.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Missouri

  • 3.NF.A.1 — Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.
  • 3.NF.A.2 — Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole.
  • 3.NF.A.2.a — Describe the numerator as representing the number of pieces being considered.
  • 3.NF.A.2.b — Describe the denominator as the number of pieces that make the whole.
  • 3.RA.A.2 — Interpret quotients of whole numbers.

Montana

  • 3.NF.A.1 — Understand 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.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Nebraska

  • 3.N.2.b — Find parts of a whole using visual fraction models.
  • 3.N.2 — Fractions: Students will develop understanding of fractions as numbers.
  • 2.G.1.d — Divide circles and rectangles into two, three, or four equal parts and describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of.

Nevada

  • 3.NF.A.1 — Understand 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.

New Hampshire

  • 3.NF.A.1 — Understand 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.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.

New Jersey

  • 3.NF.A.1 — Understand 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.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and desc`ibe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 4.NF.B.4c — Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
  • 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.

New Mexico

  • 3.NF.A.1 — Understand 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.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.

New York

  • NY-3.NF.1 — Understand a unit fraction, 1/b, is 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.
  • NY-4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
  • NY-4.NF.4.c — Solve word problems involving multiplication of a whole number by a fraction.

North Carolina

  • NC.3.NF.1 — Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; • Explain that a unit fraction is one of those parts. • Represent and identify unit fractions using area and length models.
  • NC.3.NF.2 — Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. • Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. • Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
  • NC.3.OA.2 — For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient: • Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. • Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.

North Dakota

  • 2.NO.NF.1 — Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the language of halves, thirds, fourths, half of, a third of, and a fourth of.
  • 2.NO.NF.2 — Recognize that identical wholes can be equally divided in different ways.

Ohio

  • 3.NF.1 — Understand 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.
  • 2.G.3 — Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of. Describe the whole as two halves, three thirds, or four fourths in real-world contexts. Recognize that equal shares of identical wholes need not have the same shape.
  • 3.OA.2 — Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Oklahoma

  • 2.N.3.1 — Identify the parts of a set and area that represent fractions for halves, thirds, and fourths.
  • 2.N.3.2 — Construct equal-sized portions through fair sharing (length, set, and area models for halves, thirds, and fourths).
  • 3.N.3.2 — Model fractions using length, set, and area for halves, thirds, fourths, sixths, and eighths.
  • 3.N.3.3 — Apply understanding of unit fractions and use this understanding to compose and decompose fractions related to the same whole.
  • 3.N.3 — Use and justify fractional representations in real-world and mathematical problems.

Oregon

  • 3.NF.A.1 — Understand the concept of a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction.
  • 3.OA.A.2 — Represent and interpret whole-number quotients as dividing an amount into equal sized groups.
  • 3.OA.A.3 — Use multiplication and division within 100 to solve problems in authentic contexts involving equal groups, arrays, and/or measurement quantities.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Pennsylvania

  • CC.2.1.3.C.1 — Explore and develop an understanding of fractions as numbers.
  • CC.2.2.2.A.3 — Work with equal groups of objects to gain foundations for multiplication.
  • CC.2.2.3.A.1 — Represent and solve problems involving multiplication and division.
  • CC.2.1.4.C.2 — Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Rhode Island

  • 3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole (a single unit) is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  • 2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

South Carolina

  • 3.ATO.2 — Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 - 10), divisor (i.e., 0 - 10), and dividend.
  • 3.PS.2a — Make sense of quantities and their relationships in mathematical and real-world situations.
  • 2.MDA.7 — Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ȼ symbol.
  • 4.NSF.4 — Apply and extend an understanding of multiplication by multiplying a whole number and a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100).

South Dakota

  • 3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts (example: 1 part out of 4 equal parts is the same as 1/4); understand a fraction a/b as the quantity formed by a parts of size 1/b. (example:3/4 is the same as 3 one-fourths (1/4, 1/4, 1/4).
  • 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.
  • 4.NF.B.4.c — Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Tennessee

  • 3.NF.A.1 — Understand a unit fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a non-unit fraction, n/b, as the quantity formed by n parts of size 1/b. For example, 3/4 represents a quantity formed by 3 parts of size 1/4.
  • 2.G.A.3 — Partition circles and rectangles into two, three, and four equal shares. Describe the shares using the words halves, thirds, fourths, half of, a third of, and a fourth of, and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
  • 3.NF.A.3.b — Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent using a visual fraction model.

Texas

  • 3.3C — explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
  • 3.3E — solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
  • 3.4H — determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
  • 3.3D — compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;

Utah

  • 3.NF.1.a — Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts.
  • 3.NF.1.b — Understand a fraction a/b as the quantity formed by a parts of size 1/b. For example: 1/4 + 1/4 + 1/4 = 3/4.
  • 3.NF.1 — Understand that a unit fraction has a numerator of one and a non-zero denominator.

Vermont

  • 3.NF.A.1 — Understand 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.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.

Virginia

  • 2.NS.3a — Model and describe fractions as representing equal-size parts of a whole.
  • 2.NS.3 — The student will use mathematical reasoning and justification to solve contextual problems that involve partitioning models into equal-sized parts (halves, fourths, eighths, thirds, and sixths). Students will demonstrate the following Knowledge and Skills:
  • 2.NS.3e — Given a context, represent, name, and write fractional parts of a whole for halves, fourths, eighths, thirds, and sixths using:
  • 3.NS.3a — Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using:
  • 3.NS.3b — Identify a fraction represented by a model as the sum of unit fractions.
  • 4.CE.3c — Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a unit fraction (e.g., 6 × 1/3 , 1/5 × 8, 2 × 1/10 ), with models.*

Washington

  • 3.NF.A.1 — Understand 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.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.

Washington, D.C.

  • 3.NF.A.1 — Understand 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.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.

West Virginia

  • M.3.15 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/bas the quantity formed by a parts of size 1/b. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8.
  • M.3.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Wisconsin

  • M.3.NF.A.1 — Understand a unit fraction as the quantity formed when a whole is partitioned into equal parts and explain that a unit fraction is one of those parts (e.g., 1/4). Understand fractions are composed of unit fractions.
  • M.3.OA.A.2 — Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
  • M.3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • M.2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe and count the shares using the words halves, thirds, and fourths, and use phrases half of, a third of, and a fourth of the whole. Describe the whole as composed of two halves, three thirds, and four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Wyoming

  • 3.NF.F.1 — Understand 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.F — Develop understanding of fractions as numbers. (Limited to denominators 2, 3, 4, 6, and 8) * use horizontal fractions.
  • 4.NF.G.4.C — Solve real-world problems involving multiplication of a fraction by a whole number, using visual fraction models and equations to represent the problem.