Florida B.E.S.T. MA.3.FR.2

MA.3.FR.2 is a B.E.S.T. standard. These are the benchmarks under it.

• MA.3.FR.2.1

  Plot, order and compare fractional numbers with the same numerator or the same denominator.

• MA.3.FR.2.2

  Identify equivalent fractions and explain why they are equivalent.

01

What Students Need to Do

Students compare fractions, place several fractions in order, and recognize when two fractions name the same amount. They use models, number lines, or number patterns to justify their choices.

02

What Mastery Looks Like

Students correctly order fractions and use symbols to compare pairs. They identify equivalent fractions and explain their reasoning with fraction strips, drawings, number lines, or multiplication patterns.

03

Common Misconceptions

Students may think a larger denominator always means a larger fraction, or compare only the numerators. They may also miss equivalent fractions when models use different shapes or numbers of pieces.

04

How to Assess It

Give an exit ticket: Order 1/2, 3/4, and 2/3 from least to greatest, then circle the fraction equivalent to 2/3: 3/5, 4/6, or 5/6. Ask students to justify one answer with a number line or model.

1. 01

   Give pairs fraction strips to build, compare, and record fractions that cover the same length.

2. 02

   Ask students to explain whether 3/4 or 3/8 is greater without using the rule about larger denominators.

3. 03

   Play fraction war with cards, where partners compare fractions, keep the greater card, and prove close calls with a number line.

4. 04

   Use pizza menus with equal-sized pizzas to compare shares and find different fraction names for the same amount.

• MA.4.FR.1.3

  Identify and generate equivalent fractions, including fractions greater than one. Describe how the numerator and denominator are affected when the equivalent fr...

• MA.4.FR.1.4

  Plot, order and compare fractions, including mixed numbers and fractions greater than one, with different numerators and different denominators.