## Math - Common Core Standards

Third Grade

## Number and Operations in Base Ten - Fractions

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Develop understanding of fractions as numbers

**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.

3.NF.A.2
Understand a fraction as a number on the number line; represent
fractions on a number line diagram.

**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.

**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.
**3.NF.A.3**

Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size.

3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are
the same size, or the same point on a number line.

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3.NF.A.3.**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.

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3.NF.A.3.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.

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**3.NF.A.3.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.

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