Maryland Math 3.NOS.F.13.a
The Standard
- 3.NOS.F.13
- Explain equivalence of fractions and compare fractions by reasoning about their size, recognizing that comparisons are valid only when the two fractions refer to the same whole.
Represent two fractions as equivalent if they are the same size, or they represent the same point on the number line.
Maryland College and Career Ready Standards for Mathematics (2025) · DEVELOP UNDERSTANDING OF FRACTIONS AS NUMBERS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use fraction strips and number lines to show when two fractions name the same amount. They compare parts of the same whole and explain why the fractions match.
What Mastery Looks Like
- A student lines up 1/2 and 2/4 on equal-length strips and marks both at the same point on a number line. They explain that splitting each half into two equal pieces changes the number of pieces, not the amount.
Common Misconceptions
- Students may think 2/4 is larger than 1/2 because its numbers are larger. They may compare pieces from different-sized wholes or count unequal pieces as fourths.
How to Assess It
- On an exit ticket, ask students to mark 1/2 and 2/4 on a number line from 0 to 1 and explain why the marks meet.
Lesson moves
Ways to Teach It
Give pairs equal-length paper strips to fold into halves and fourths, then have them shade 1/2 and 2/4 and compare.
Show equal-sized rectangles with 1/2 and 2/4 shaded, then ask, 'How do you know these cover the same amount?'
Play fraction match with cards showing fractions, shaded bars, and number-line points; partners explain each match.
Draw two same-size sandwiches cut into halves and fourths; ask whether eating one half or two fourths gives more.
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Printable 3.NOS.F.13.a Worksheet
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Related Standards
- 3.NOS.F.13.d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Record the results of comparisons with the symbols >, =, or...
- 3.NOS.F.13.b
Identify and generate equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3.) and explain why the fractions are equivalent using concrete materials, drawings, numbe...
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