Fracciones
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. |
|
|
