Access Point #: MAFS.3.NF.1.AP.3a (Archived Access Point)


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Identify equivalent fractions on a number line divided into fourths and halves within 3 units.

Clarifications:

Essential Understandings

Concrete:

  • Locate two given fractions (with the same denominator) on a number line(s) that is divided into halves or fourths.
  • Use the number line(s) to determine if the fractions are equal, greater than, or less than each other based on their location on the number line (e.g., 3/4 > 1/4 because 3/4 is a greater distance from zero on the number line).
Representation:
  • Apply understanding of the symbols of <, >, and = with fractions.
  • Understand the following concepts of comparison, greater than, less than, equal, unit fraction.

Number: MAFS.3.NF.1.AP.3a Category: Access Points
Date Adopted or Revised: 06/14 Cluster: Develop understanding of fractions as numbers. (Major Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Related Standards

Name Description
MAFS.3.NF.1.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  1. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
  2. 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.
  3. 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.
  4. 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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5012050: Grade Three Mathematics
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