3.3.F
The Standard
represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students build and draw different fraction names for the same amount. They use halves, thirds, fourths, sixths, and eighths with objects, shaded shapes, and number lines.
What Mastery Looks Like
- A student can show that 1/2, 2/4, 3/6, and 4/8 name the same amount. They partition wholes into equal parts and place equivalent fractions at the same number-line location.
Common Misconceptions
- Students may treat larger denominators as larger amounts or compare only the numerators. They may use unequal parts, compare different-sized wholes, or count tick marks instead of number-line intervals.
How to Assess It
- Exit ticket: Shade 2/3 and 4/6 on two equal rectangles, then place both fractions on the same number line. Ask students to explain why they match.
Lesson moves
Ways to Teach It
Give pairs fraction strips labeled in halves, thirds, fourths, sixths, and eighths, then have students stack strips to find matching lengths.
Ask students to draw two models for 1/2 and explain in writing how both models show the same amount.
Play a matching game with cards showing fractions, shaded shapes, fraction strips, and number-line points that represent equal amounts.
Pour two 1/4 cups of water into a 1/2-cup measure, then record the equivalent fractions shown by the measurement.
Keep exploring
Related Standards
- 4.3.E
represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and propertie...
- 3.3.A
represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, includin...
- 5.3.F
represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including...
- 5.3.I
represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
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