Representing Fractions
MCC3.NF.1. I can understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; I can understand a fraction a/b as the quantity formed by a parts of size 1/b.
MCC3.NF.2. I can understand a fraction as a number on the number line; I can 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 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.
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.
MCC3.MD.4. I can generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. I can show the data by making a line plot, where the horizontal scale is marked off in appropriate units - whole numbers, halves, or quarters.
Comparing Fractions
MCC3.NF.3. I can 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.
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.
c. 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.
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.
MCC3.NF.1. I can understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; I can understand a fraction a/b as the quantity formed by a parts of size 1/b.
MCC3.NF.2. I can understand a fraction as a number on the number line; I can 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 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.
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.
MCC3.MD.4. I can generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. I can show the data by making a line plot, where the horizontal scale is marked off in appropriate units - whole numbers, halves, or quarters.
Comparing Fractions
MCC3.NF.3. I can 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.
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.
c. 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.
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.