Number and Operations - Fraction

Narrative for (NF) Number and Operations - Fractions

In Grades 1 and 2, students use fraction language to describe partitions of shapes into equal shares. In Grade 3, they start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle, a line segment, or any one finite entity susceptible to subdivision and measurement. In Grade 4, this is extended to include wholes that are collections of objects.

Grade 3 students do some preliminary reasoning about equivalent fractions, in preparation for work in Grade4. As students experiment on number line diagrams they discover that many fractions label the same point on the number line, and are therefore equal; that is, they are equivalent fractions.

Previously, in Grade 2, students compared lengths using a standard measurement unit. In Grade 3 they build on this idea to compare fractions with the same denominator. They see that for fractions that have the same denominator, the underlying unit fractions (fractions with numerator1) are the same size, so the fraction with the greater numerator is greater because it is made of more unit fractions.

Calculation Method for Domains

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