Instructional Outcomes
3.NF.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 b y a parts of size 1/b.
 I can define a unit
fraction.
 I can recognize a unit
fraction as part of a whole.
I can
identify and explain the parts of a written fraction. I can compare
fractions using equal to, less than, and greater than one.
3.NF.2: Understand a fraction as a
number on the number line; represent fractions on a number line diagram.
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.
·
I
can define the interval from 0 to 1 on a number line as the whole.
·
I
can divide a whole on a number line into equal parts.
·
I
can recognize that the equal parts between 0 and 1 stand for a fraction.
·
I
can represent each equal part on a number line with a fraction.
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.
·
I
can define the interval from 0 to 1 on a number line as the whole.
·
I
can divide a whole on a number line into equal parts.
·
I
can represent each equal part on a number line with a fraction.
·
I
can explain that the endpoint of each equal part represents the total
number of equal parts.
3.NF.3: Explain equivalence of fractions
in special cases, and compare fractions by reasoning about their size.
a. Understand two fractions as
equivalent (equal) if they are the same size, or the same point on a number
line. (Grade 3 expectations in this domain are limited to fractions with
denominators 2, 3, 4, 6, and 8.)
·
I
can describe equivalent fractions.
·
I
can recognize simple equivalent fractions.
b. 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.
·
I
can compare fractions by their size to determine equivalence.
·
I
can use number lines, size, visual fraction models, etc. to find equivalent
fractions.
c.
Express
whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers. Examples: Express 3 in
the form of 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point
of a number line diagram.
·
I
can recognize whole numbers written in fractional parts on a number line.
·
I
can recognize the difference in a whole number and a fraction.
·
I
can express whole numbers as fractions.
·
I
can explain how a fraction is equivalent to a whole number.
d. 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.
·
I
can explain what a numerator means.
·
I
can explain what denominator means.
·
I
can recognize whether fractions refer to the same whole.
·
I
can decide if comparison of fractions can be made (if they refer to the
same whole).
·
I
can explain why fractions are equivalent.
·
I
can compare two fractions with the same numerator by reasoning about their
size.
·
I
can compare two fractions with the same denominator by reasoning about
their size.
·
I
can record the results of comparisons using symbols >, =, or <.
3.G.2: Partition shapes into parts with
equal areas. Express the area of each part as a unit fraction of the whole.
For example, partition a shape into 4 parts with equal area, and describe
the area of each part is 1/4 of the area of the shape.
 I can divide shapes into
equal parts.
 I can describe the area of
each part as a fractional part of the whole.
 I can divide a shape into
parts with equal areas and describe the area of each part as a unit
fraction of the whole.
