**Develop understanding of fractions as numbers.**

*Math.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*.

Activity | Page |
---|---|

Identifying Parts | 4 |

Identifying Equal Parts | 5-6 |

More Equal Parts | 7 |

Identifying Shaded Parts | 8-9 |

Writing Fractions | 10-11 |

More Writing Fractions | 12 |

Naming Proper Fractions as Part of a Whole | 13-14 |

Shading Parts | 15 |

Writing Fractions Using Numbers and Words | 16 |

Naming Proper Fractions as Part of a Set | 17 |

Finding the Largest Fraction | 18 |

Ordering Fractions | 19-20 |

Identifying Fractions Using a Number Line | 21-23 |

Adding Fractions with Like Denominators | 24-26 |

Subtracting Fractions with Like Denominators | 27-29 |

Adding and Subtracting Fractions with Like Denominators | 30 |

Comparing Fractions | 31-33 |

Naming and Comparing Fractions | 34 |

Finding Equal Sets | 35-36 |

Finding Part of a Whole | 37 |

Representing Money as Fractions | 38-39 |

Graphing Fractions | 40 |

Cumulative Mixed-Practice Review | 41-45 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.2*: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Activity | Pages |
---|---|

Identifying Fractions Using a Number Line | 21-23 |

Cumulative Mixed-Practice Review | 41-45 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.3*: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Activity | Page |
---|---|

Graphing Fractions | 40 |

Cumulative Mixed-Practice Review | 41-45 |

**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

*Math.3.NF.A.3d*: 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.

Activity | Page |
---|---|

Finding the Largest Fraction | 18 |

Ordering Fractions | 19-20 |

Naming and Comparing Fractions | 34 |

Representing Money as Fractions | 38-39 |

Cumulative Mixed-Practice Review | 41-45 |

**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

*Math.3.NF.A.3c*: 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*.

Activity | Pages |
---|---|

Ordering Fractions | 19-20 |

Adding Fractions with Like Denominators | 24-26 |

Cumulative Mixed-Practice Review | 41-45 |

**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

*Math.3.NF.A.3a*: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Activity | Pages |
---|---|

Comparing Fractions | 31-33 |

Cumulative Mixed-Practice Review | 41-45 |

*Math.3.NF.A.3b*: 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.

Activity | Pages |
---|---|

Comparing Fractions | 31-33 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.