3.NF.A.3a: Represent two Ability to describe the fractions as equivalent same amount by using (equal) if they are the same different-sized fractional size, or the same point on parts. (e.g., is the same as the number line. or or ) Ability to use number lines as well as fractions of a set or fractions of a region to model equivalent fractions Ability to use a variety of models to investigate relationships of equivalency 3.NF.A.3b: Recognize and Ability to describe the generate simple equivalent same amount by using fractions, e.g., ½ = 2/4, 4/6 different-sized fractional = 2/3). Explain why the parts. (e.g., is the same as fractions are equivalent, or or ) e.g., by using a visual fraction model. Ability to use fraction models (e.g., fraction towers, fraction strips) to justify understanding of equivalent fractions
3.NF.A.3a: Represent two fractions as equivalent (equal) if they are the same size, or the same point on the number line. Ability to describe the same amount by using different-sized fractional parts. (e.g., is the same as or or ) Ability to use number lines as well as fractions of a set or fractions of a region to model equivalent fractions Ability to use a variety of models to investigate relationships of equivalency 3.NF.A.3b: Recognize and generate simple equivalent fractions, e.g., ½ = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. Ability to describe the same amount by using different-sized fractional parts. (e.g., is the same as or or ) Ability to use fraction models (e.g., fraction towers, fraction strips) to justify understanding of equivalent fractions