Maryland Math 3.NOS.F.13.d
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.
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 <, and justify the conclusions (e.g., by using concrete materials, drawings, number lines, and/or equations).
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 compare fractions with the same numerator or the same denominator. They write >, <, or = and show why with equal-size fraction strips, drawings, or number lines.
What Mastery Looks Like
- A student can explain that 3/8 is greater than 2/8 because it has one more eighth. They can also show that 1/4 is greater than 1/8 when the wholes are the same size.
Common Misconceptions
- Students may think 1/8 is greater than 1/4 because 8 is greater than 4. Some compare pieces from different-size wholes without noticing that the wholes must be the same size.
How to Assess It
- Give students this exit ticket: Two equal-size sandwiches are cut into fourths and sixths. Compare 2/4 and 2/6 using > or <, then draw two bars to explain.
Lesson moves
Ways to Teach It
Fold two equal-size paper strips into fourths and eighths, shade one part of each, and compare the shaded amounts.
Ask, “Which is greater, 3/6 or 5/6?” Have students draw a number line and write one sentence explaining their answer.
Give pairs fraction cards with matching numerators or denominators, then have them place >, <, or = between each pair.
Sketch two equal-size pizzas cut into sixths and eighths, then compare two slices from each pizza.
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