Strand: NUMBER AND OPERATIONS - FRACTIONS (3.NF)

Develop understanding of fractions as numbers. Denominators are limited to 2, 3, 4, 6, and 8 in third grade.

Standard 3.NF.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

• Closest to 1/2
In this task students are given a number line and a choice of fractions. They must identify which of the choices is closest to 1/2.
• Comparing Fractions with Lines
This lesson will help students simplify fractions, compare and order them on a number line, and estimate their value.
• Equivalent Fractions Finder
Students doing this lesson will visually experiment with the relationship between the value of fractions and areas within a square or a circle. In doing so they will practice simplifying fractions and compare fractions.
• Find 1
The purpose of this task is to assess whether students understand fractions as being built from unit fractions and whether they can accurately locate fractions on the number line.
• Find 1 Starting from 5/3, Assessment Variation
This is the third of three summative assessment tasks for 3.NF.2 that progress in difficulty. Each requires that students "understand a fraction as a number on the number line" and "represent fractions on a number line diagram."
• Find 1/4 Starting from 1, Assessment Version
This is the first of three summative assessment tasks for 3.NF.2 that progress in difficulty. Each requires that students "understand a fraction as a number on the number line" and "represent fractions on a number line diagram."
• Find 7/4 starting from 1, Assessment Variation
This is the second of three summative assessment tasks for 3.NF.2 that progress in difficulty. Each requires that students "understand a fraction as a number on the number line" and "represent fractions on a number line diagram."
• Finding 2/3
This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.
• Grade 3 Math Module 5: Fractions as Numbers on the Number Line (EngageNY)
In this 35-day Grade 3 module, students extend and deepen second grade practice with "equal shares" to understanding fractions as equal partitions of a whole. Their knowledge becomes more formal as they work with area models and the number line.
• Grade 3 Unit 5: Representing and Comparing Fractions (Georgia Standards)
In this unit, students will develop an understanding of fractions, beginning with unit fractions. View fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one.
• Locating Fractions Greater than One on the Number Line
Given a number line and a list of fractions, students must mark and label each fraction on the line.
• Locating Fractions Less than One on the Number Line
In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s) on a number line.
• Which is Closer to 1?
In this problem students are given 2 fractions and asked to determine which of them is closest to 1.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Shannon Olson and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen .

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.