Fracciones equivalentes
3rd Grade
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Alabama Course of Study Standards:
15.a
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Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. |
Arkansas Academic Standards:
3.NF.A.3.A
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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
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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.A.3.A
Kentucky Academic Standards (KAS):
3.NF.3.a
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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
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Recognize and generate simple equivalent fractions. |
Mississippi College- and Career-Readiness Standards:
3.NF.3a
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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
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Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and
sixths. |
Arkansas Academic Standards:
3.NF.A.3.B
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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)
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Arizona - K-12 Academic Standards:
3.NF.A.3b
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Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. |
Common Core State Standards:
Math.3.NF.3b or 3.NF.A.3.B
Kentucky Academic Standards (KAS):
3.NF.3.b
Mississippi College- and Career-Readiness Standards:
3.NF.3b
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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. |
North Carolina - Standard Course of Study:
3.NF.3.b
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Explaining that a fraction with the same numerator and denominator equals one whole. |
New York State Next Generation Learning Standards:
3.NF.3.b
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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.A.3.b
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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. |
Wisconsin Academic Standards:
3.NF.A.3.b
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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.A.3.C
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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
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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.A.3.C
Kentucky Academic Standards (KAS):
3.NF.3.c
Mississippi College- and Career-Readiness Standards:
3.NF.3c
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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
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Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. |
New York State Next Generation Learning Standards:
3.NF.3.c
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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.A.3.c
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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.A.3.c
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Express whole numbers as fractions (3 = 3/1), and recognize fractions that are equivalent to whole numbers (4/4 = 1). |
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