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Standards

CCSS3.G.A.2

CCSS3.NF.A.2b

CCSS3.NF.A.2a

CCSS3.NF.A.2

CCSS3.NF.A.1

- Product Description
- StandardsNEW

**This set of task Cards includes: **

- 36 Task Cards
- Answer Sheet
- Answer Key

**Standards Addressed**

**CCSS.3.NF.A.3**Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

**CCSS.3.NF.A.3a**Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

**CCSS.3.NF.A.3b**

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

**CCSS.3.NF.A.3.c**

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.Β*Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram*.

**CCSS.3.NF.A.3.d**

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

**This product is also a part of a Growing Bundle >> Math Task Cards for the Year Bundle (3rd Grade)**

**Schedule of release for other Math Task Cards:**

Rounding, Addition, & Subtraction - **done!**

Understanding Multiplication - **done!**

Multiplication Facts and Strategies - **done!**

Represent and Interpret Data - **done!**

Understanding Division - **done!**

Division Facts and Strategies - **done!**

Understand Fractions - **done!**

Fraction Equivalence and Comparison - **done!**

Time and Measurement - **October 1**

Perimeter and Area - **October 1**

2-D Shapes - **October 15**

Two-Step Word Problems - **October 15**

Problem Solving - **October 15**

Properties of Operations - **October 15**

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CCSS3.G.A.2

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

CCSS3.NF.A.2b

Represent a fraction π’/π£ on a number line diagram by marking off π’ lengths 1/π£ from 0. Recognize that the resulting interval has size π’/π£ and that its endpoint locates the number π’/π£ on the number line.

CCSS3.NF.A.2a

Represent a fraction 1/π£ on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into π£ equal parts. Recognize that each part has size 1/π£ and that the endpoint of the part based at 0 locates the number 1/π£ on the number line.

CCSS3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS3.NF.A.1

Understand a fraction 1/π£ as the quantity formed by 1 part when a whole is partitioned into π£ equal parts; understand a fraction π’/π as the quantity formed by π’ parts of size 1/π£.

Total Pages

36 Task Cards

Answer Key

Included

Teaching Duration

N/A

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