15.b 3.NF.A.3d Math.3.NF.3d 3.NF.A.3.D 3.NR.4.2 3.NF.3.d 3.NF.3d 3.NF.4 3.NF.3.d 3.NF.A.3.d 3.NF.A.3.d CC.2.1.3.C.1 M03.A-F.1.1.5 MA.3.FR.2.1 3.NR.4.2

Compare Fractions 3rd Grade

Alabama Course of Study Standards: 15.b
Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.
Arizona Academic Standards: 3.NF.A.3d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Understand that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with the symbols >, =, or <, and justify conclusions.
Common Core State Standards: Math.3.NF.3d or 3.NF.A.3.D Kentucky Academic Standards (KAS): 3.NF.3.d Mississippi College- and Career-Readiness Standards: 3.NF.3d
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.
Georgia Standards of Excellence (GSE): 3.NR.4.2
Compare two unit fractions by flexibly using a variety of tools and strategies.
North Carolina - Standard Course of Study: 3.NF.4
Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.
New York State Next Generation Learning Standards: 3.NF.3.d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. e.g., using a visual fraction model Note: Without specifying the whole, the shaded area could represent the fraction 3/2 (if one square is the whole) or 3/4 (if the entire rectangle is the whole).
Tennessee Academic Standards: 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. Use the symbols >, =, or < to show the relationship and justify the conclusions.
Wisconsin Academic Standards: 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. Justify the conclusions by using a visual fraction model (e.g., tape diagram or number line) and describe the result of the comparison using words and symbols ( >, =, and < ).
Pennsylvania Core Standards: CC.2.1.3.C.1
Explore and develop an understanding of fractions as numbers.
Pennsylvania Core Standards: M03.A-F.1.1.5
Compare two fractions with the same denominator (limit denominators to 1, 2, 3, 4, 6, and 8), using the symbols >, =, or <, and/or justify the conclusions.
Florida - Benchmarks for Excellent Student Thinking: MA.3.FR.2.1
Plot, order and compare fractional numbers with the same numerator or the same denominator
Georgia Standards of Excellence (GSE): 3.NR.4.2
Compare two unit fractions by flexibly using a variety of tools and strategies.

When two fractions have the same denominator,
the fraction with the larger numerator is larger.

First, identify the fractions represented by the models.
The model on the left is divided into four equal parts, and two parts are shaded.
So, the model represents

\frac{2}{4}

The model on the right is divided into four equal parts, and three parts are shaded.
So, the model represents

\frac{3}{4}


$\frac{2}{4}$	$<$	$\frac{3}{4}$

\frac{2}{4} < \frac{3}{4}

is the correct comparison because:

•

\frac{2}{4}

and

\frac{3}{4}

have the same denominator, and 2 < 3.

• the model of

\frac{2}{4}

has less area shaded than the model of

\frac{3}{4}

When two fractions have the same numerator,
the fraction with the smaller denominator is larger.

First, identify the fractions represented by the models.
The model on the left is divided into four equal parts, and three parts are shaded.
So, the model represents

\frac{3}{4}

The model on the right is divided into six equal parts, and three parts are shaded.
So, the model represents

\frac{3}{6}


$\frac{3}{4}$	$>$	$\frac{3}{6}$

\frac{3}{4} > \frac{3}{6}

is the correct comparison because:

•

\frac{3}{4}

and

\frac{3}{6}

have the same numerator, and 4 < 6.

• the model of

\frac{3}{4}

has more area shaded than the model of

\frac{3}{6}

Compare Fractions

Alabama Course of Study Standards: 15.b

Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.

Arizona Academic Standards: 3.NF.A.3d

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Understand that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with the symbols >, =, or <, and justify conclusions.

Common Core State Standards: Math.3.NF.3d or 3.NF.A.3.D

Kentucky Academic Standards (KAS): 3.NF.3.d

Mississippi College- and Career-Readiness Standards: 3.NF.3d

Georgia Standards of Excellence (GSE): 3.NR.4.2

Compare two unit fractions by flexibly using a variety of tools and strategies.

North Carolina - Standard Course of Study: 3.NF.4

New York State Next Generation Learning Standards: 3.NF.3.d

Tennessee Academic Standards: 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. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Wisconsin Academic Standards: 3.NF.A.3.d

Pennsylvania Core Standards: CC.2.1.3.C.1

Explore and develop an understanding of fractions as numbers.

Pennsylvania Core Standards: M03.A-F.1.1.5

Compare two fractions with the same denominator (limit denominators to 1, 2, 3, 4, 6, and 8), using the symbols >, =, or <, and/or justify the conclusions.

Florida - Benchmarks for Excellent Student Thinking: MA.3.FR.2.1

Plot, order and compare fractional numbers with the same numerator or the same denominator

Georgia Standards of Excellence (GSE): 3.NR.4.2

Compare two unit fractions by flexibly using a variety of tools and strategies.

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