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Develop Understanding Of Fractions As Numbers.
3.NF.1Understand a fraction 1/b as the qua…more
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.
3.NF.2Understand a fraction as a number on…more
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.2.aRepresent a fraction 1/b on a number…more
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.
3.NF.2.bRepresent a fraction a/b on a number…more
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.
3.NF.3Explain equivalence of fractions in …more
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3.aUnderstand two fractions as equivale…more
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.3.bRecognize and generate simple equiva…more
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.
3.NF.3.cExpress whole numbers as fractions, …more
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.
3.NF.3.dCompare two fractions with the same …more
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.
Major cluster will be a majority of the assessment, Supporting clusters will be assessed through their success at supporting the Major Clusters and Additional Clusters will be assessed as well. The assessments will strongly focus where the standards strongly focus.
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