13 3.NF.A.1 Math.3.NF.1 3.NF.A.1 3.NR.4.1 3.NF.1 3.NF.1 3.NF.A.1 3.NF.A.1 14.a 3.NF.A.2a Math.3.NF.2a 3.NF.A.2.A 3.NR.4.3 3.NF.2.a 3.NF.2a 3.NF.2.a 3.NF.2.a 3.NF.A.2.a 3.NF.A.2.a 14.b 3.NF.A.2b Math.3.NF.2b 3.NF.A.2.B 3.NF.2.b 3.NF.2b 3.NF.2.b 3.NF.2.b 3.NF.A.2.b 3.NF.A.2.b CC.2.1.3.C.1 M03.A-F.1.1.1 M03.A-F.1.1.2 MA.3.FR.1.1 MA.3.FR.1.2 3.NR.4.1

Fractions 3rd Grade

Alabama Course of Study Standards: 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.
Arizona Academic Standards: 3.NF.A.1
Understand a fraction (1/b) as the quantity formed by one 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.
Common Core State Standards: Math.3.NF.1 or 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.
Georgia Standards of Excellence (GSE): 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.
North Carolina - Standard Course of Study: 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.
New York State Next Generation Learning Standards: 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.
Tennessee Academic 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 (unit fraction); understand a fraction a/b> as the quantity formed by a parts of size 1/b. For example, 3/4 represents a quantity formed by 3 parts of size 1/4.
Wisconsin Academic Standards: 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. For example, 7/4 is the quantity formed by 7 parts of the size 1/4.
Alabama Course of Study Standards: 14.a
Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator
Arizona Academic Standards: 3.NF.A.2a
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Understand that each part has size 1/b and that the end point of the part based at 0 locates the number 1/b on the number line.
Common Core State Standards: Math.3.NF.2a or 3.NF.A.2.A Kentucky Academic Standards (KAS): 3.NF.2.a Mississippi College- and Career-Readiness Standards: 3.NF.2a
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Georgia Standards of Excellence (GSE): 3.NR.4.3
Represent fractions, including fractions greater than one, in multiple ways.
North Carolina - Standard Course of Study: 3.NF.2.a
Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.
New York State Next Generation Learning Standards: 3.NF.2.a
Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part starting at 0 locates the number 1/b on the number line.
Tennessee Academic Standards: 3.NF.A.2.a
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint locates the number 1/b on the number line. For example, on a number line from 0 to 1, students can partition it into 4 equal parts and recognize that each part represents a length of 1/4 and the first part has an endpoint at 1/4 on the number line.
Wisconsin Academic Standards: 3.NF.A.2.a
Understand the whole on a number line is defined as the interval from 0 to 1 and the unit fraction is defined by partitioning the interval into equal parts (i.e., equal-sized lengths).
Alabama Course of Study Standards: 14.b
Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Arizona Academic Standards: 3.NF.A.2b
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Understand that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line including values greater than 1.
Common Core State Standards: Math.3.NF.2b or 3.NF.A.2.B Kentucky Academic Standards (KAS): 3.NF.2.b Mississippi College- and Career-Readiness Standards: 3.NF.2b
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
North Carolina - Standard Course of Study: 3.NF.2.b
Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
New York State Next Generation Learning Standards: 3.NF.2.b
Represent a fraction a/b on a number line by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Tennessee Academic Standards: 3.NF.A.2.b
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. For example, 5/3 is the distance from 0 when there are 5 iterations of 1/3.
Wisconsin Academic Standards: 3.NF.A.2.b
Represent fractions on a number line by iterating lengths of the unit fraction from 0. Recognize that the resulting interval represents the size of the fraction and that its endpoint locates the fraction as a number on the number line.
Pennsylvania Core Standards: CC.2.1.3.C.1
Explore and develop an understanding of fractions as numbers.
Pennsylvania Core Standards: M03.A-F.1.1.1
Demonstrate that when a whole or set is partitioned into y equal parts, the fraction 1/y represents 1 part of the whole and/or the fraction x/y represents x equal parts of the whole (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers less than the denominator; and no simplification necessary).
Pennsylvania Core Standards: M03.A-F.1.1.2
Represent fractions on a number line (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers less than the denominator; and no simplification necessary).
Florida - Benchmarks for Excellent Student Thinking: 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.
Florida - Benchmarks for Excellent Student Thinking: MA.3.FR.1.2
Represent and interpret fractions, including fractions greater than one, in the form of m/n as the result of adding the unit fraction 1/n to itself m times.
Georgia Standards of Excellence (GSE): 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.

Fractions

Alabama Course of Study Standards: 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.

Arizona Academic Standards: 3.NF.A.1

Understand a fraction (1/b) as the quantity formed by one 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.

Common Core State Standards: Math.3.NF.1 or 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.

Georgia Standards of Excellence (GSE): 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.

North Carolina - Standard Course of Study: 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.

New York State Next Generation Learning Standards: 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.

Tennessee Academic 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 (unit fraction); understand a fraction a/b> as the quantity formed by a parts of size 1/b. For example, 3/4 represents a quantity formed by 3 parts of size 1/4.

Wisconsin Academic Standards: 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.For example, 7/4 is the quantity formed by 7 parts of the size 1/4.

Alabama Course of Study Standards: 14.a

Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator

Arizona Academic Standards: 3.NF.A.2a

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Understand that each part has size 1/b and that the end point of the part based at 0 locates the number 1/b on the number line.

Common Core State Standards: Math.3.NF.2a or 3.NF.A.2.A

Kentucky Academic Standards (KAS): 3.NF.2.a

Mississippi College- and Career-Readiness Standards: 3.NF.2a

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Georgia Standards of Excellence (GSE): 3.NR.4.3

Represent fractions, including fractions greater than one, in multiple ways.

North Carolina - Standard Course of Study: 3.NF.2.a

Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.

New York State Next Generation Learning Standards: 3.NF.2.a

Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part starting at 0 locates the number 1/b on the number line.

Tennessee Academic Standards: 3.NF.A.2.a

Wisconsin Academic Standards: 3.NF.A.2.a

Understand the whole on a number line is defined as the interval from 0 to 1 and the unit fraction is defined by partitioning the interval into equal parts (i.e., equal-sized lengths).

Alabama Course of Study Standards: 14.b

Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.

Arizona Academic Standards: 3.NF.A.2b

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Understand that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line including values greater than 1.

Common Core State Standards: Math.3.NF.2b or 3.NF.A.2.B

Kentucky Academic Standards (KAS): 3.NF.2.b

Mississippi College- and Career-Readiness Standards: 3.NF.2b

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

North Carolina - Standard Course of Study: 3.NF.2.b

Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.

New York State Next Generation Learning Standards: 3.NF.2.b

Represent a fraction a/b on a number line by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Tennessee Academic Standards: 3.NF.A.2.b

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. For example, 5/3 is the distance from 0 when there are 5 iterations of 1/3.

Wisconsin Academic Standards: 3.NF.A.2.b

Represent fractions on a number line by iterating lengths of the unit fraction from 0. Recognize that the resulting interval represents the size of the fraction and that its endpoint locates the fraction as a number on the number line.

Pennsylvania Core Standards: CC.2.1.3.C.1

Explore and develop an understanding of fractions as numbers.

Pennsylvania Core Standards: M03.A-F.1.1.1

Pennsylvania Core Standards: M03.A-F.1.1.2

Represent fractions on a number line (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers less than the denominator; and no simplification necessary).

Florida - Benchmarks for Excellent Student Thinking: 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.

Florida - Benchmarks for Excellent Student Thinking: MA.3.FR.1.2

Represent and interpret fractions, including fractions greater than one, in the form of m/n as the result of adding the unit fraction 1/n to itself m times.

Georgia Standards of Excellence (GSE): 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.

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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.

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.
For example, 7/4 is the quantity formed by 7 parts of the size 1/4.