15.a 3.NF.3.a 3.NF.A.3a Math.3.NF.3a 3.NF.3.a 3.NR.4.4 3.NF.3.a 3.NF.3a 3.NF.3.a 3.NF.3.b 3.NF.A.3b Math.3.NF.3b 3.NF.3.b 3.NF.3.b 3.NF.3b 3.NF.3.b 3.NF.b 3.NF.3.b 3.NF.3.b 3.NF.3.c 3.NF.A.3c Math.3.NF.3c 3.NF.3.c 3.NF.3.c 3.NF.3c 3.NF.3.c 3.NF.c 3.NF.3.c 3.NF.3.c CC.2.3.C.1 M03.A-F.1.3 M03.A-F.1.4 MA.3.1.3 MA.3.2.2 3.NR.4

Equivalent Fractions 3rd Grade

Alabama Course of Study Standards: 15.a
Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.
Arkansas Academic Standards: 3.NF.3.a
Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line
Arizona - K-12 Academic Standards: 3.NF.A.3a
Understand two fractions as equivalent if they have the same relative size compared to 1 whole.
Common Core State Standards: Math.3.NF.3a or 3.NF.3.a Kentucky Academic Standards (KAS): 3.NF.3.a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Georgia Standards of Excellence (GSE): 3.NR.4.4
Recognize and generate simple equivalent fractions.
Mississippi College- and Career-Readiness Standards: 3.NF.3a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize that comparisons are valid only when the two fractions refer to the same whole.
North Carolina - Standard Course of Study: 3.NF.3.a
Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths.
Arkansas Academic Standards: 3.NF.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)
Arizona - K-12 Academic Standards: 3.NF.A.3b
Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.
Common Core State Standards: Math.3.NF.3b or 3.NF.3.b Kentucky Academic Standards (KAS): 3.NF.3.b Mississippi College- and Career-Readiness Standards: 3.NF.3b
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.
North Carolina - Standard Course of Study: 3.NF.3.b
Explaining that a fraction with the same numerator and denominator equals one whole.
New York State Next Generation Learning Standards: 3.NF.b
Recognize and generate equivalent fractions. e.g., 1/2 = 2/4; 4/6 = 2/3 Explain why the fractions are equivalent. e.g., using a visual fraction model
Tennessee Academic Standards: 3.NF.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.
Wisconsin Academic Standards: 3.NF.3.b
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent by using a visual fraction model (e.g., tape diagram or number line).
Arkansas Academic Standards: 3.NF.3.c
Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers (e.g., 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)
Arizona - K-12 Academic Standards: 3.NF.A.3c
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
Common Core State Standards: Math.3.NF.3c or 3.NF.3.c Kentucky Academic Standards (KAS): 3.NF.3.c Mississippi College- and Career-Readiness Standards: 3.NF.3c
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.
North Carolina - Standard Course of Study: 3.NF.3.c
Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
New York State Next Generation Learning Standards: 3.NF.c
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Express 3 in the form 3 = 3/1; recognize that 6/3 = 2; and locate 4/4 and 1 at the same point of a number line.
Tennessee Academic Standards: 3.NF.3.c
Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point on a number line diagram.
Wisconsin Academic Standards: 3.NF.3.c
Express whole numbers as fractions (3 = 3/1), and recognize fractions that are equivalent to whole numbers (4/4 = 1).
Pennsylvania Core Standards: CC.2.3.C.1
Explore and develop an understanding of fractions as numbers.
Pennsylvania Core Standards: M03.A-F.1.3
Recognize and generate simple equivalent fractions (limit the denominators to 1, 2, 3, 4, 6, and 8 and limit numerators to whole numbers less than the denominator).
Pennsylvania Core Standards: M03.A-F.1.4
Express whole numbers as fractions, and/or generate fractions that are equivalent to whole numbers (limit denominators to 1, 2, 3, 4, 6, and 8).
Florida - Benchmarks for Excellent Student Thinking: MA.3.1.3
Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form
Florida - Benchmarks for Excellent Student Thinking: MA.3.2.2
Identify equivalent fractions and explain why they are equivalent.
Georgia Standards of Excellence (GSE): 3.NR.4
Recognize and generate simple equivalent fractions.

Equivalent Fractions

Alabama Course of Study Standards: 15.a

Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

Arkansas Academic Standards: 3.NF.3.a

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

Arizona - K-12 Academic Standards: 3.NF.A.3a

Understand two fractions as equivalent if they have the same relative size compared to 1 whole.

Common Core State Standards: Math.3.NF.3a or 3.NF.3.a

Kentucky Academic Standards (KAS): 3.NF.3.a

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

Georgia Standards of Excellence (GSE): 3.NR.4.4

Recognize and generate simple equivalent fractions.

Mississippi College- and Career-Readiness Standards: 3.NF.3a

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize that comparisons are valid only when the two fractions refer to the same whole.

North Carolina - Standard Course of Study: 3.NF.3.a

Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths.

Arkansas Academic Standards: 3.NF.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)

Arizona - K-12 Academic Standards: 3.NF.A.3b

Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.

Common Core State Standards: Math.3.NF.3b or 3.NF.3.b

Kentucky Academic Standards (KAS): 3.NF.3.b

Mississippi College- and Career-Readiness Standards: 3.NF.3b

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.

North Carolina - Standard Course of Study: 3.NF.3.b

Explaining that a fraction with the same numerator and denominator equals one whole.

New York State Next Generation Learning Standards: 3.NF.b

Recognize and generate equivalent fractions.e.g., 1/2 = 2/4; 4/6 = 2/3Explain why the fractions are equivalent.e.g., using a visual fraction model

Tennessee Academic Standards: 3.NF.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.

Wisconsin Academic Standards: 3.NF.3.b

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3) and explain why the fractions are equivalent by using a visual fraction model (e.g., tape diagram or number line).

Arkansas Academic Standards: 3.NF.3.c

Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers (e.g., 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)

Arizona - K-12 Academic Standards: 3.NF.A.3c

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Common Core State Standards: Math.3.NF.3c or 3.NF.3.c

Kentucky Academic Standards (KAS): 3.NF.3.c

Mississippi College- and Career-Readiness Standards: 3.NF.3c

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.

North Carolina - Standard Course of Study: 3.NF.3.c

Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

New York State Next Generation Learning Standards: 3.NF.c

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.Express 3 in the form 3 = 3/1; recognize that 6/3 = 2; and locate 4/4 and 1 at the same point of a number line.

Tennessee Academic Standards: 3.NF.3.c

Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point on a number line diagram.

Wisconsin Academic Standards: 3.NF.3.c

Express whole numbers as fractions (3 = 3/1), and recognize fractions that are equivalent to whole numbers (4/4 = 1).

Pennsylvania Core Standards: CC.2.3.C.1

Explore and develop an understanding of fractions as numbers.

Pennsylvania Core Standards: M03.A-F.1.3

Recognize and generate simple equivalent fractions (limit the denominators to 1, 2, 3, 4, 6, and 8 and limit numerators to whole numbers less than the denominator).

Pennsylvania Core Standards: M03.A-F.1.4

Express whole numbers as fractions, and/or generate fractions that are equivalent to whole numbers (limit denominators to 1, 2, 3, 4, 6, and 8).

Florida - Benchmarks for Excellent Student Thinking: MA.3.1.3

Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form

Florida - Benchmarks for Excellent Student Thinking: MA.3.2.2

Identify equivalent fractions and explain why they are equivalent.

Georgia Standards of Excellence (GSE): 3.NR.4

Recognize and generate simple equivalent fractions.

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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)

Recognize and generate equivalent fractions.
e.g., 1/2 = 2/4; 4/6 = 2/3
Explain why the fractions are equivalent.
e.g., using a visual fraction model

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
Express 3 in the form 3 = 3/1; recognize that 6/3 = 2; and locate 4/4 and 1 at the same point of a number line.