Partial Mix-Up at the Petting Zoo

Partial Mix-Up at the Petting Zoo

Ages 7–9 · 7 minutes · Math

Some fraction of the animals are in the wrong places. Help sort them out!

In this fractions lesson, students will learn and practice:

- Identifying fractions with numerators other than 1, such as 2/3 or 3/4
- Understanding the fractions 1/5 and 1/6
- Writing fractions given quantities of objects

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.
  • 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

  • MA19.3.13 — 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.
  • MA19.3.15 — Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.

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).
  • 3.NF.A.3.b — Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.

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.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.
  • 3.NF.A.3.b — Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 1/2). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.
  • 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.
  • 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.

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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.2.2 — Identify equivalent fractions and explain why they are equivalent.

Georgia

  • 3.NR.4 — Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
  • 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.4.4 — Recognize and generate simple equivalent fractions.
  • 3.NR.4.3 — Represent fractions, including fractions greater than one, in multiple ways.

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.
  • 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.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Idaho

  • 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.
  • 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.

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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.NS.4 — Use fraction models to represent two simple equivalent fractions with attention to how the number and size of the parts differ even though the quantities are the same. Use this principle to generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3).

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.
  • 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.

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.
  • 3.NF.3 — Explain equivalence of fractions, and compare fractions by reasoning about their size (it is a mathematical convention that when comparing fractions, the whole is the same size).

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.NF.3.b — Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent through writing or drawing.
  • KY.3.NF.3.a — Understand two fractions as equivalent (equal) if they are the same size, or same point on a number line.

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.
  • 3.NF.A.3 — Explain equivalence of fractions with denominators 2, 3, 4, 6, and 8 in special cases, and compare fractions by reasoning about their size.

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.
  • 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.3a — Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

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.
  • 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.
  • 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.

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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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).
  • 4.1.2.1 — Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions.

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.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.NF.3.a — Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize that comparisons are valid only when the two fractions refer to the same whole.

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.NF.A.5 — Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.

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.
  • 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.
  • 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.

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.
  • 3.N.2.d — Show and identify equivalent fractions using visual representations including pictures, manipulatives, and number lines.

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.
  • 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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.
  • 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.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.
  • 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.

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-3.NF.3.b — Recognize and generate equivalent fractions. Explain why the fractions are equivalent.
  • NY-3.NF.3.a — Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

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.NF.3 — Represent equivalent fractions with area and length models by: • Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. • Explaining that a fraction with the same numerator and denominator equals one whole. • Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

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.
  • 3.NO.NF.3 — Represent equivalent fractions using visual representations and number lines.
  • 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.
  • 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.NF.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Oklahoma

  • 2.N.3.1 — Identify the parts of a set and area that represent fractions 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 — Use and justify fractional representations in real-world and mathematical problems.
  • 3.N.3.1 — Read and write fractions with words and symbols using appropriate terminology (i.e., numerator and denominator).

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.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.

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.
  • 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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

South Carolina

  • 3.PS.2a — Make sense of quantities and their relationships in mathematical and real-world situations.
  • 4.NSF.1 — Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), <math xmlns="http://www.w3.org/1998/Math/MathML"><mfrac><mn>a</mn><mi>b</mi></mfrac></math>, is equivalent to a fraction, <math xmlns="http://www.w3.org/1998/Math/MathML"><mfrac><mrow><mi>n</mi><mo>×</mo><mi>a</mi></mrow><mrow><mi>n</mi><mo>×</mo><mi>b</mi></mrow></mfrac></math>, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

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 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  • 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.

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.
  • 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

  • 3.3A — represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
  • 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;
  • 3.3F — represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

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.
  • 3.NF.3.b — Recognize and generate simple equivalent fractions, such as 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent by using a visual fraction model, for example.

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.
  • 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.

Virginia

  • 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:
  • 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.3 — The student will use mathematical reasoning and justification to represent and compare fractions (proper and improper) and mixed numbers with denominators of 2, 3, 4, 5, 6, 8, and 10), including those in context. Students will demonstrate the following Knowledge and Skills:

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.
  • 3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.
  • 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.

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.3.17 — Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. a. Understand two fractions as equivalent ( equal) if they are the same size or the same point on a number line. 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). c. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers (e.g., 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). 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). Instructional Note: Fractions in this standard am limited to de~nominators of 2, 3, 4, 6, and 8.

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.NF.A.3 — Explain equivalence of fractions and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size or name the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent by using a visual fraction model (e.g., tape diagram or number line). c. Express whole numbers as fractions (3 = 3/1), and recognize fractions that are equivalent to whole numbers (4/4 = 1). 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. Justify the conclusions by using a visual fraction model (e.g., tape diagram or number line) and describe the result of the comparison using words and symbols ( >, =, and < ).
  • 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.
  • 3.NF.F.3.B — Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.