Florida B.E.S.T. MA.3.FR.2.2

Math3rd GradeOrder and compare fractions and identify equivalent fractions.

The Standard

Identify equivalent fractions and explain why they are equivalent.

Florida B.E.S.T. Standards for Mathematics

Teacher's field guide

What Students Need to Do: Students use fraction strips, area models, and number lines to find fractions that name the same amount. They explain each match using equal-sized wholes or the same point on a number line.
What Mastery Looks Like: A student can show that 1/2, 2/4, and 4/8 cover the same amount of one whole. They justify each match with a labeled model, number line, or clear explanation.
Common Misconceptions: Students may think a larger denominator means a larger fraction, or compare only the numerators. They may match shaded pieces from wholes of different sizes. Some change only the numerator or denominator when making a new fraction.
How to Assess It: Exit ticket: Is 2/3 equal to 4/6? Draw two same-sized rectangles to prove your answer, then explain in one sentence.

Lesson moves

Fold two equal paper strips into halves and fourths, shade 1/2 and 2/4, then place them together to compare.
Students respond to the prompt, “How can 3/4 and 6/8 name the same amount?” using a labeled model.
Play Equivalent Fraction Memory with cards showing fraction symbols and picture models, requiring players to explain each pair they keep.
Give pairs equal-size sandwich diagrams cut differently, and have students label portions that represent the same amount eaten.

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