Fraction Game Show

Ages 7–10 · 6 minutes · Math

Step right up and be a contestant in the Fraction Game Show!

In this fractions lesson, students will learn and practice:

- Identifying fractions from a picture or description
- Choosing a fraction with a given property
- Adding fractions with common denominators

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
MA19.4.15b — Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.
MA19.3.15a — Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.
MA19.4.15 — Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

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)
4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.3.c — Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers. For example: 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.
4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3 * — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Arkansas

4.CAR.5 — Add and subtract fractions, including mixed numbers, with like denominators, using visual fraction models and equations. • Fractions include: denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100
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.7 — Decompose fractions, including fractions greater than one and mixed numbers, into unit fractions, using concrete models, drawings, and/or the number line. • Fractions include denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Colorado

3.NF.A.1 — Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Florida

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.2.2 — Add and subtract fractions with like denominators, including mixed numbers and fractions greater than one, with procedural reliability.
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.

Georgia

3.NR.4 — Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
3.NR.4.3 — Represent fractions, including fractions greater than one, in multiple ways.
4.NR.4.6 — Add and subtract fractions and mixed numbers with like denominators using a variety of tools.
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.
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.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.B.3a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Indiana

4.CA.6 — Add and subtract fractions with common denominators using visual fraction models. Decompose non-unit fractions to represent them as iterations of unit fractions. (E)
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)
4.NS.2 — Model mixed numbers and improper fractions using visual fraction models such as number lines and area models. Use a visual fraction model to show the equivalency between whole numbers and whole numbers as fractions.

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 .
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, 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.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b. For example, 3/4 = 1/4 + 1/4 + 1/4$.

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.
4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
KY.3.NF.3.c — Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.
KY.4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (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.3c — Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
4.NF.B.3a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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).
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (The whole can be a set of objects.)
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, 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.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Minnesota

3.1.3.1 — Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. For example: Parts of a shape (3/4 of a pie), parts of a set (3 out of 4 people), and measurements (3/4 of an inch).
4.1.2.3 — Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators.
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.

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.
4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Missouri

3.NF.A.2 — Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole.
3.NF.A.2.a — Describe the numerator as representing the number of pieces being considered.
3.NF.A.2.b — Describe the denominator as the number of pieces that make the whole.
4.NF.B.6 — Solve problems involving adding and subtracting fractions and mixed numbers with like denominators.
4.NF.B.4 — Understand addition and subtraction of fractions as joining/composing and separating/decomposing parts referring to the same whole.

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.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Nebraska

3.N.2.b — Find parts of a whole using visual fraction models.
4.N.3.b — Explain the meaning of addition and subtraction of fractions with like denominators using visual fraction models, properties of operations, and reasoning strategies.
4.N.3.c — 4.N.3.d 4.N.3.e Add and subtract fractions and mixed numbers with like denominators. Solve authentic problems involving addition and subtraction of fractions and mixed numbers with like denominators. Multiply a fraction by a whole number using visual fraction models and properties of operations.
3.N.2.e — Justify whole numbers as fractions and identify fractions that are equivalent to whole numbers.
4.N.2.a — Explain and demonstrate how a mixed number is equivalent to a fraction greater than one and how a fraction greater than one is equivalent to a mixed number using visual fraction models and reasoning strategies.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

New York

NY-3.NF.1 — Understand a unit fraction, 1/b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction a/b as the quantity formed by a parts of size 1/b.
NY-4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
NY-3.NF.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
NY-4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

North Carolina

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.4.NF.3 — Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. • Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. • Decompose a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations. • Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. • Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem.
NC.3.NF.3 — Represent equivalent fractions with area and length models by: • Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. • Explaining that a fraction with the same numerator and denominator equals one whole. • Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
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.

North Dakota

3.NO.NF.4 — Recognize whole numbers as fractions and express fractions that are equivalent to whole numbers.
4.NO.NF.2 — Explain and demonstrate how a mixed number is equivalent to a fraction greater than one and how a fraction greater than one is equal to a mixed number using visual fraction models and reasoning strategies (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
4.NO.NF.6 — Solve authentic word problems by adding and subtracting fractions and mixed numbers with like denominators (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.
4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
4.NF.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Oklahoma

3.N.3.1 — Read and write fractions with words and symbols using appropriate terminology (i.e., numerator and denominator).
4.N.3.5 — Use models to add and subtract fractions with like denominators.
3.N.3.2 — Model fractions using length, set, and area for halves, thirds, fourths, sixths, and eighths.
3.N.3.3 — Apply understanding of unit fractions and use this understanding to compose and decompose fractions related to the same whole.
4.N.3.3 — Use models to order and compare whole numbers and fractions less than and greater than one, using comparative language and symbols.

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.
4.NF.B.3 — Understand a fraction (a/b) as the sum (a) of fractions of the same denominator (1/b). Solve problems in authentic contexts involving addition and subtraction of fractions referring to the same whole and having like denominators.
3.NF.A.3 — Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Pennsylvania

CC.2.1.3.C.1 — Explore and develop an understanding of fractions as numbers.
CC.2.1.4.C.2 — Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Rhode Island

3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole (a single unit) is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (The whole can be a set of objects).
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, 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.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

South Carolina

4.NSF.3 — Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.
3.NSF.3 — Develop an understanding of mixed numbers (i.e., denominators 2, 3, 4, 6, 8, 10) as iterations of unit fractions on a number line.

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).
4.NF.B.3.a — Add and subtract of fractions e.g., joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b. For example, 4/5 = 1/5 + 1/5 + 1/5 + 1/5.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1= 6; locate 4/4 and 1 at the same point on a number line diagram.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b. For example, 4/5 = 1/5 +1/5 + 1/5 + 1/5.

Texas

4.3E — represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;
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;
4.3A — represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b>0, including when a>b;
2.3C — use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and

Utah

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.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, 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.
4.NF.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
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.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Virginia

3.NS.3a — Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using:
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.3c — Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number (e.g., 1/4, 2/4, 3/4, 4/4, 5/4 = 1 1/4 ).
3.NS.3d — Compose and decompose fractions (proper and improper) with denominators of 2, 3, 4, 5, 6, 8, and 10 in multiple ways (e.g., 7/4 = 4/4 + 3/4 or 4/6 = 3/6 + 1/6 = 2/6 + 2/6 ) with models.
3.NS.3e — Compare a fraction, less than or equal to one, to the benchmarks of 0, 1 2 , and 1 using area/region models, length models, and without models.

Washington

3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.
4.NF.B.3.a — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.A.3.c — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.B.3 — Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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.4.14 — Understand the fraction a/b, with a> 1, as the sum of a of the fractions 1/b. a. Add and subtract fractions with like denominators. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). c. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction greater than one and/or by using properties of operations and the relationship between addition and subtraction. Identify the two whole numbers a mixed number is between. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem.
M.3.17 — Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. a. Understand two fractions as equivalent ( equal) if they are the same size or the same point on a number line. b. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). c. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers (e.g., express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram). d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols>,= or< and justify the conclusions (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard am limited to de~nominators of 2, 3, 4, 6, and 8.

Wisconsin

M.3.NF.A.1 — Understand a unit fraction as the quantity formed when a whole is partitioned into equal parts and explain that a unit fraction is one of those parts (e.g., 1/4). Understand fractions are composed of unit fractions.
M.4.NF.B.3 — Understand composing and decomposing fractions. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of unit fractions and/or multiples of that unit fraction in more than one way, recording each decomposition by an equation. Justify decompositions with explanations, visual fraction models, or equations. For example: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. c. Add and subtract fractions, including mixed numbers, with like denominators (e.g., 3/8 + 2/8) and related denominators (e.g., 1/2 +1/4, 1/3 + 1/6) by using visual fraction models (e.g., tape diagrams and number lines), properties of operations, and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions with like and related denominators, including mixed numbers, by using visual fraction models and equations to represent the problem. Students are not required to rename fractions in lowest terms nor use least common denominators.
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 < ).

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.
4.NF.G.3.A — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3.NF.F — Develop understanding of fractions as numbers. (Limited to denominators 2, 3, 4, 6, and 8) * use horizontal fractions.
3.NF.F.3.C — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
4.NF.G.3 — Understand a fraction a/b with a > 1 as a sum of unit fractions (1/b).