Note: Click any standard to move it to the center of the map.
[2.MD.A.2] -
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
[2.G.A.3] -
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Mathematics | Grade : 3
Domain - Number and Operations—Fractions
Cluster - Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.
[3.NF.A.1] - Understand a fraction 1/b as the quantity formed by 1 part when a whole (a single unit) 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.3] -
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [Note: Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]
[3.MD.A.2] -
Measure and estimate liquid volumes and masses of objects using standard metric units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same metric units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. [Note: Excludes compound units such as cm3 and finding the geometric volume of a container. Excludes multiplicative comparison problems (problems involving notions of “times as much”; Glossary, Table 2).]
[3.G.A.2] -
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal areas, and describe the area of each part as 1/4 of the area of the shape.
[4.NF.B.3] -
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [Note: Grade 4 expectations in this domain are limited to fractions with denominators 2,3,4,5,6,8,10, 12, and 100.]
[4.NF.B.4.a] -
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
[5.NF.B.7] -
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. [Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.]