3.NF.3
Support Videos & Extra Practice
Support Videos & Extra Practice
In this standard, students will be expected to understand that equivalent fractions refer to fractions that cover the same amount of space/same area, or are located at the same point on a number line. Students will also have to draw models (circles, squares, number lines) to create equivalent fractions.
A common mistake: Fractions with the same numerator or same denominator are equivalent
In this standard, students must also understand that whole numbers can also be written as fractions.
A common mistake: Some students believe that 3/3 and 3/1 are equal, or they confuse the two answers. Drawing models can help them see the difference.
In this standard, students must also be able to compare fractions using <, >, or = symbols. Students should rely on their reasoning skills and models to make these comparisons.
Some examples of fractional reasoning:
Important note: Students must understand that comparisons are only true if the two fractions refer to the same size whole.
Example: If I eat 1/2 of a large pizza and my brother eats 1/4 of an XL pizza, then I cannot compare these fractions without more information. They are referring to different size wholes. If I eat 1/2 of large pizza and my brother eats 1/4 of a large pizza, then 1/2 > 1/4. I ate more pizza.