Fraction Astronomy

Ages 7–9 · 9 minutes · Math

Compare fractions with planets, satellites, stars and more!

In this fractions lesson, students will learn and practice:

- Comparing fractions with fraction strips
- Terminology like numerator and denominator
- Comparing fractions with same numerator or same denominator without using pictures

Part of

Intro to Fractions

Standards alignment

Common Core State Standards

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.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.
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

MA19.3.15 — 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.

Alaska

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).
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)

Arizona

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. 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.
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.
4.NF.A.2 — Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators and by comparing to a benchmark fraction).

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
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.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.

Colorado

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.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.
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.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.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.
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.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.
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.

Florida

MA.3.FR.2.1 — Plot, order and compare fractional numbers with the same numerator or the same denominator.
MA.4.FR.1.4 — Plot, order and compare fractions, including mixed numbers and fractions greater than one, with different numerators and different denominators.
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.

Georgia

4.NR.4.2 — Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.
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.
3.NR.4.2 — Compare two unit fractions by flexibly using a variety of tools and strategies.
4.NR.4 — Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.

Hawaii

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.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.
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.

Illinois

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

Louisiana

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 with denominators 2, 3, 4, 6, and 8 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. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
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.

Maine

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.
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.
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.

Maryland

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.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.
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.

Massachusetts

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.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 — 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 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.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

3.1.3.3 — Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator.
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.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.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 — 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.

Missouri

3.NF.A.2.b — Describe the denominator as the number of pieces that make 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.1 — Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.
3.NF.A.2.a — Describe the numerator as representing the number of pieces being considered.

Montana

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.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.
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.f — Compare and order fractions having the same numerators or denominators by reasoning about their size.
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.

Nevada

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.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.
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 Hampshire

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.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.
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.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.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 Mexico

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.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.
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 York

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.
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.

North Carolina

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. ¶
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.

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).
2.NO.NF.3 — Recognize that partitioning shapes into more equal shares creates smaller shares.
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.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.
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.

Oklahoma

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

Oregon

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

Pennsylvania

CC.2.1.3.C.1 — Explore and develop an understanding of fractions as numbers.

Rhode Island

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.
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.
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.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.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.

Tennessee

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.
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.

Texas

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;
3.3H — 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.
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;

Utah

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.
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, 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.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.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.
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.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.3g — Compare two fractions (proper or improper) and/or mixed numbers with like denominators of 2, 3, 4, 5, 6, 8, and 10 (e.g., 3/6 < 4/6 ) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.
2.NS.3b — Describe the relationship between the number of fractional parts needed to make a whole and the size of the parts (i.e., as the whole is divided into more parts, each part becomes smaller).
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.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.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.
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.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.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.
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.3.17 — 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.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.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.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.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.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.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.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.F — Develop understanding of fractions as numbers. (Limited to denominators 2, 3, 4, 6, and 8) * use horizontal fractions.