1 2 3 4 5 6 Standards Skills Concepts Included in Standard Through a Cognitive Sample Activity Included in Particular Standard Context Levels of Thinking B-3.NF.3 Explain equivalence of fractions In special Evaluate Use rulers from 3.NF.2. Have fractions cases Explain equivalence of fractions in special cases, and students explore the sizes of the Compare two fractions as equivalent compare fractions by reasoning about their size. fractional inches with relation to (equal) by Understand two fractions as equivalent each other. Which is larger, 1/12 Understand reasoning (equal) if they are the same size, or the same or 1/16? Is 4/16 equal to ¼? etc. Simple equivalent fractions about their point on a number line. The relational size of fractions Recognize/ size Recognize and generate simple equivalent can also be relayed through generate Why the fractions are equivalent if they are fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain discussion of food serving sizes. If Explain the same why the fractions are equivalent, e.g., by two equal -sized pizzas, cakes, whole numbers as fractions size, or the using a visual fraction model. etc. are divided into different Express same point Express whole numbers as fractions, and numbers of servings, which fractions that are equivalent to on a recognize fractions that are equivalent to servings are larger? Recognize number whole numbers whole numbers. Examples: Express 3 in the line form 3 = 3/1; recognize that 6/1 = 6; locate two fractions with the same Compare A visual 4/4 and 1 at the same point of a number line numerator or the same Recognize fraction diagram. denominator model Compare two fractions with the same Record Recognize that comparisons are numerator or the same denominator by Number valid only when the two reasoning about their size. Recognize that Justify line fractions refer to the same comparisons are valid only when the two diagram whole fractions refer to the same whole. Record Visual the results of comparisons with the symbols the results of comparisons with fraction >, =, or <, and justify the conclusions, e.g., by the symbols >,=, or < the model using a visual fraction model. conclusions Grade 3- Measurement and Data
1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Levels of Thinking 6 Sample Activity B-3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 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. 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. 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. Explain Compare Understand Recognize/ generate Explain Express Recognize Compare Recognize Record Justify equivalence of fractions fractions two fractions as equivalent (equal) Simple equivalent fractions Why the fractions are equivalent whole numbers as fractions fractions that are equivalent to whole numbers two fractions with the same numerator or the same denominator Recognize that comparisons are valid only when the two fractions refer to the same whole the results of comparisons with the symbols >,=, or < the conclusions In special cases by reasoning about their size if they are the same size, or the same point on a number line A visual fraction model Number line diagram Visual fraction model Evaluate Use rulers from 3.NF.2. Have students explore the sizes of the fractional inches with relation to each other. Which is larger, 1/12 or 1/16? Is 4/16 equal to ¼? etc. The relational size of fractions can also be relayed through discussion of food serving sizes. If two equal -sized pizzas, cakes, etc. are divided into different numbers of servings, which servings are larger? Grade 3- Measurement and Data
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