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. 
Arkansas 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
For example: Unit fractions are fractions with a numerator of 1 derived from a whole partitioned into equal parts and having 1 of those equal parts (1/4 is 1 part of 4 equal parts). Understand a fraction a/b as the quantity formed by a parts of size 1/b
For example: Unit fractions can be joined together to make nonunit fractions (1/4 + 1/4 + 1/4 = 3/4).

Arizona  K12 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):
MGSE3.NF.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 means there are three 1/4 parts, so 3/4 = 1/4 + 1/4 + 1/4. 
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 
Arkansas 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 of the part based at 0 locates the number 1/b on the number line
Example:

Arizona  K12 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 CareerReadiness 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):
MGSE3.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 a unit fraction 1/b is located 1/b whole unit from 0 on the number line. 
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., equalsized 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. 
Arkansas 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
Example:

Arizona  K12 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 CareerReadiness 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. 
Georgia Standards of Excellence (GSE):
MGSE3.NF.2b

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b (unit fractions) from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the nonunit fraction a/b on the number line.
MGSE3.NF.2.B 
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.AF.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.AF.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. 
