Georgia 3.NR.4.3
The Standard
Represent fractions, including fractions greater than one, in multiple ways.
Georgia's K-12 Mathematics Standards · Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students show a fraction with objects, shaded shapes, sets, number lines, and fraction symbols. They partition wholes into equal parts and count those parts beyond one whole when needed.
What Mastery Looks Like
- A student can show a fraction such as 7/4 with objects, a drawing, a number line, and symbols. They can explain that 7/4 means seven one-fourth pieces and equals 1 3/4.
Common Misconceptions
- Students may count shaded pieces for the denominator or use unequal pieces as fractional parts. They may also think the numerator cannot exceed the denominator, or stop counting when they reach one whole.
How to Assess It
- Exit ticket: Represent 7/4 with an area model and a number line, then write it as a mixed number.
Lesson moves
Ways to Teach It
Fold two paper strips into fourths, shade seven fourths, and mark the matching point on a number line.
Ask students to draw 5/3 in two ways and explain how both drawings show the same amount.
Play a matching game using cards with fractions, mixed numbers, area models, sets, and number-line points.
Divide two paper pizzas into sixths, then model how many pizzas are needed to serve 9/6 of a pizza.
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Printable 3.NR.4.3 Worksheet
A ready-to-print activity worksheet aligned to 3.NR.4.3, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 5.NR.3.2
Compare and order up to three fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies.
- 4.NR.4.4
Represent whole numbers and fractions as the sum of unit fractions.
- 3.NR.4
Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
- 4.NR.4.5
Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.
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