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CCSS Number and Operations (NF)
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Unpacking the Standards
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Grade 3
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Standard: 3.NF.1 Cluster (m)
Math Practices:
1, 4, 7
Related CA Standard
______________________________________________________________________________________
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.________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Understand that a fraction is a
whole divided into some number of
equal parts.
Understand and recognize the parts
of a fraction.
Understand concepts of unit
fractions.
*Denominator in 3rd grade 2, 3, 4, 6,
8
Academic Vocabulary:
Fraction Numerator, Denominator,
Unit Fraction, equal parts,
make whole
Teaching Notes/Strategies
Focus on
-Specifying the whole
-Expanding what is meant by “equal
parts”
Show the fraction ¼ by folding the
piece of paper into equal parts.
Make picture and describe the
shaded & not shaded part
Resources
http://www.k5mathteachingresources.com/3rdgrade-number-activities.html
Activities: name the fraction,
Cuisenaire fractions, fraction
barrier game, exploring fraction kits,
equal parts on the geoboard,
geoboard fourths, congruent
eighths, fractions with color tiles,
find one half of a group, fraction
posters
Math Read Aloud Task Card: Picture
Pie
Fractions with Pattern Blocks Books
Fraction Circles
Fraction Bars
Linking Color Cubes
Standard: 3.NF.2 Cluster (m)
Math Practices:
1, 4, 7
Related CA Standard
NS3.2
______________________________________________________________________________________
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.____________________________________________________
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._______________
Essential Skills/Concepts
Teaching Notes/Strategies
Understand that, in addition to
whole numbers, number lines can
show equal parts of a whole or
fraction.
Place fractions on a number line.
Understand that fractions are
numbers on a number line.
1 whole 1 whole 1 whole 1 whole
l______ l______ l______l______l
0
1
2
3
4
Understand how to use number lines
to count and identify fractional
parts.
Represent fractions on a number line
that are less than, equal to, or
greater than one.
Academic Vocabulary:
Number Line
Fraction Numerator
Denominator
Divide a number line between 0 and 1
into equal parts.
Interactive Post It Activity Putting
Numbers on Whiteboards
Floor Number Line
Resources
http://www.k5mathteachingresources.com/3rdgrade-number-activities.html
Activities: fraction strips, make your
own fraction strips, number line roll,
fraction number line
Blank Number Line
Standard: 3.NF.3 Cluster (m)
Math Practices: 1, 2, 3, 4, 6, 7, 8
Related CA Standard
NS3.1
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._____
Essential Skills/Concepts
Understand that two fractions
are equivalent if they are the
same size, cover the same
area, or are on the same point
on a number line.
Recognize and generate simple
equivalent fractions using
fraction models and number
lines.
Explain why two fractions are
equivalent by using a fraction
model or number line.
Academic Vocabulary:
Equivalent Fractions
Teaching Notes/Strategies
Resources
Use number lines to find and
generate equivalent fractions.
https://www.illustrativemathematics.org/fractions_progression
Use fraction models / Fraction
Bars to compare equivalent
fractions.
http://www.k5mathteachingresources.com/3rd-gradenumber-activities.html
Activities: Pizza for dinner, build a hexagon,
exploring equivalent fractions, creating
equivalent fractions, Cuisenaire equivalent
fractions
Matching Game
Student Explanations
Number Talks
Draw Pictures
(for teacher)
Fractions with Pattern Blocks by Mattew E.
Non-example: ½ a cookie is same Zullie
The Hershey Fraction Book by Jerry Pallotta
as ½ a pizza