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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.

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 non-unit fractions (1/4 + 1/4 + 1/4 = 3/4).

Arizona - K-12 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

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 - K-12 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.

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 - K-12 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.

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