Sunny With a Chance of Fractions

Ages 7–9 · 8 minutes · Math

What fraction of the days are snowy? Practice your newscaster voice!

In this fractions lesson, students will learn and practice:

- Using fraction strips
- Working with larger fractions
- Comparing fractions by using visual fraction models

Part of

Intro to Fractions

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.
MA19.3.15b — Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.
MA19.4.14 — Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, 1/2, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

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.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).
3.NF.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.2 — Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (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.3 * — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
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.d — Compare two fractions with the same numerator or the same denominator by reasoning about their size. Understand that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with the symbols >, =, or < , and justify conclusions.

Arkansas

3.NPV.5 — Compare two fractions with the same numerator or denominator by reasoning about their size based on the same whole; use symbols (<, =, >) and justify the conclusion using visual fraction models, concrete objects, or words.
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.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
4.NPV.5 — Compare two fractions with different numerators and different denominators using symbols (<, =, >) to record the results of comparisons (e.g., by creating common denominators or numerators or by comparing to a benchmark of 0, ½, 1).

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.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.
3.G.A.2 — Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or < , and justify the conclusions, e.g., by using a visual fraction model.

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.G.A.2 — Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

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.2.1 — Plot, order and compare fractional numbers with the same numerator or the same denominator.
MA.3.FR.1.3 — Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form.
MA.4.FR.1.4 — Plot, order and compare fractions, including mixed numbers and fractions greater than one, with different numerators and different denominators.

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.4.2 — Compare two unit fractions by flexibly using a variety of tools and strategies.
3.NR.4.3 — Represent fractions, including fractions greater than one, in multiple ways.
4.NR.4.3 — Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

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 — Explain equivalence of fractions and compare fractions by reasoning about their size, in limited cases.
3.NF.A.3.d — Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize the comparisons are valid only when the two fractions refer to the same whole. Record the results of the comparisons with the symbols >, = , and <, and justify the conclusion using visual representations and/or verbal reasoning.

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 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.NS.5 — Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions (e.g., by using a visual fraction model). (E)
4.NS.4 — Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Explain why comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions (e.g., by using a visual fraction model). (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 — Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.
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 conclusion. For example, by using a visual fraction model.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, by creating common denominators or numerators, comparing to a benchmark fraction such as 1 2 and/or by using a visual fraction model. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

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.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 relational symbols > , < , = , or ≠ , and justify the conclusions, (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).
4.NF.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, 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.NF.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.
KY.3.NF.3 — Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.
KY.4.NF.2 — Compare two fractions with different numerators and different denominators using the symbols < , = , or >. Recognize comparisons are valid only when the two fractions refer to the same whole. Justify the conclusions.

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.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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or < , and justify the conclusions, e.g., by using a visual fraction model. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

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.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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, 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.

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.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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.

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.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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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).
3.1.3.3 — Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator.
3.1.3.2 — Understand that the size of a fractional part is relative to the size of the whole. For example: One-half of a small pizza is smaller than one-half of a large pizza, but both represent one-half.
4.1.2.2 — Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. For example: Locate 5/3 and 1 3/4 on a number line and give a comparison statement about these two fractions, such as " 5/3 is less than 1 3/4."

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

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.6 — Compare two fractions with the same numerator or denominator using the symbols > , = or < , and justify the solution.
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.
4.NF.A.3 — Compare two fractions using the symbols > , = or < , and justify the solution.

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model.

Nebraska

3.N.2 — Fractions: Students will develop understanding of fractions as numbers.
3.N.2.b — Find parts of a whole using visual fraction models.
3.N.2.f — Compare and order fractions having the same numerators or denominators by reasoning about their size.
4.N.2.c — Compare and order fractions having unlike numerators or denominators using number lines, benchmarks, reasoning strategies, and/or equivalence.
3.N.2.a — Partition two-dimensional figures into equal areas and express the area of each part as a unit fraction of the whole.

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.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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.
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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.d — Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions.
NY-3.NF.3 — Explain equivalence of fractions and compare fractions by reasoning about their size.
NY-4.NF.2 — Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or < , and justify the conclusions.

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.4 — Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the > , < , and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.
NC.4.NF.2 — Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions by:¶ ¶ • Reasoning about their size and using area and length models. ¶ • Using benchmark fractions 0, ½, and a whole. ¶ • Comparing common numerator or common denominators. ¶

North Dakota

3.NO.NF.5 — Compare fractions of the same whole having the same numerators or denominators, using symbols >, < and = by reasoning about their size (fractions should be limited to denominators of 2, 3, 4, 6, and 8 and should not exceed the whole).
3.NO.NF.1 — Partition two-dimensional figures into equal areas and express the area of each part as a unit fraction of the whole. Describe using the language of sixths, eighths, a sixth of, and an eighth of.
4.NO.NF.5 — Compare and order fractions having, unlike numerators or denominators. Record comparisons using the symbols >, < and =. Justify using a visual fraction model (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).

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.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.
3.NF.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model.

Oklahoma

3.N.3 — Use and justify fractional representations in real-world and mathematical problems.
3.N.3.4 — Use models and number lines to order and compare fractions that are related to the same whole.
3.N.3.1 — Read and write fractions with words and symbols using appropriate terminology (i.e., numerator and denominator).
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.3.2 — Model fractions using length, set, and area for halves, thirds, fourths, sixths, and eighths.

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.
4.NF.A.2 — Compare two fractions with different numerators and/or different denominators, record the results with the symbols >, =, or <, and justify the conclusions.
3.GM.A.2 — Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole.

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

South Carolina

4.NSF.2 — Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as <math xmlns="http://www.w3.org/1998/Math/MathML"><mfrac><mn>1</mn><mi>2</mi></mfrac></math> and represent the comparison using the symbols >, =, or <.
2.G.3 — Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

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

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 — Explain equivalence of fractions and compare fractions by reasoning about their size.
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. Use the symbols > , = , or < to show the relationship and justify the conclusions.

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;
3.3H — compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
2.3B — explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;
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;
4.3D — compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;

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.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, for example, by using a visual fraction model.
4.NF.2 — Compare two fractions with different numerators and different denominators, for example, by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > = , or < , and justify the conclusions, for example, by using a visual fraction model.

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Virginia

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:
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.3f — Compare two fractions (proper or improper) and/or mixed numbers with like numerators of 2, 3, 4, 5, 6, 8, and 10 (e.g., 2/3 > 2/8) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models
3.NS.3b — Identify a fraction represented by a model as the sum of unit fractions.
4.NS.3d — Compare two fractions (proper or improper) and/or mixed numbers using fractions with denominators of 12 or less, using the symbols >, <, and = (e.g., 2/3 > 1/7 ). Justify comparisons orally, in writing, or with a model.*

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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.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.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.NF.A.2 — Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, 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.3.17 — 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.
M.4.13 — Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or common numerators, or by comparing to a benchmark fraction such as½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >,=,or <, and justify the conclusions by using a visual fraction model.

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.4.NF.A.2 — Compare fractions with different numerators and different denominators while recognizing that comparisons are valid only when the fractions refer to the same whole. Justify the conclusions by using visual fraction models (e.g., tape diagrams and number lines) and by reasoning about the size of the fractions, using benchmark fractions (including whole numbers), or creating common denominators or numerators. Describe the result of the comparison using words and symbols ( >, =, and < ).

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.3.D — Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions.
3.NF.F — Develop understanding of fractions as numbers. (Limited to denominators 2, 3, 4, 6, and 8) * use horizontal fractions.
4.NF.F.2.C — Justify the conclusions by using a visual fraction model.