CCSS.Math.Content.3.NF.A.3c
The standard
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
Common Core State Standards for Mathematics
What this standard means
Students need to see that whole numbers can be written as fractions when the denominator shows the size of the parts. They should connect 3, 3/1, 6, 6/1, 1, and 4/4 to the same amounts, not treat fractions as something separate from whole numbers.
Mastery looks like naming a whole number as a fraction, explaining why n/1 equals n, and placing fractions like 4/4 or 8/2 on a number line correctly. Students often get stuck thinking every fraction is less than 1, or that the numerator and denominator are just two unrelated numbers.
Ways to teach it
- Give students fraction strips and have them build one whole using halves, thirds, fourths, then label each whole as 2/2, 3/3, and 4/4.
- Ask students to explain in writing why 5/1 is the same amount as 5, using a number line or drawing.
- Show four cards, 2, 2/1, 3/3, 6/2, and have students sort which equal whole numbers and justify one choice.
- Connect to sharing snacks by asking how many one-whole granola bars are represented by 4/1 bars or 3/3 of a bar.
Plan a lesson for CCSS.Math.Content.3.NF.A.3c
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Related standards
- CCSS.Math.Content.3.NF.A.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 mode...
- CCSS.Math.Content.4.NF.B
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
- CCSS.Math.Content.3.NF.A
Develop understanding of fractions as numbers.
- CCSS.Math.Content.4.NF.C
Understand decimal notation for fractions, and compare decimal fractions.