HWY

Take the Highway by Grade

Common Core Bridges 

part of The Spang Gang Web Program

(a K-6 NONPROFIT series of FREEWARE MAPS

Designed to raise student achievement through riveting engagement and consistent practice )

Take the Crosswalk by Standard

CCSS

 

Other Spang

Gang Programs

K-6 

Target

Inter-

vention

Writing

Math
Keys
Test Prep

"Old School"  Subject Pacers

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CCSS

CCSS Crosswalk

CCSS
NF.3
Numbers in Operations Fractions
NF.3

CCSS Crosswalk   (Common Core State Standards K-5)  Or Choose different Standard below

 

 

NF.3
         Numbers in Operations Fractions       
NF.3

CCSS

 
Kindergarten
Grade 1
Grade 2

Grade 3

Grade 4

Grade 5
     

3.NF.3

 

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

 

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

Teach
  

Equivalent Pies

Illuminations Work Mat
Practice

Fraction Scale
Assess
   

 

b.  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.

Teach
  
   
Practice
   
Assess
   

c.  Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. 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.

Teach
  
   
Practice
   
Assess
   

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 comparisos with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

 

Teach
  

Find Grammy

  
Practice
   
Assess
   

 

 

 

 

4.NF.3

3.  Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a.  Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

 

b.  Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples:
3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Teach
  
   
Practice
  
 

Solve My Math

 
Assess
   

 

 

c.  Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

 

Teach
  
   
Practice
  
   
Assess
 

Action

Fraction

 

d.  Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Teach
  
   
Practice
  
   
Assess
 

Thinking

Blocks

 

 

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

 

5.NF.3

 

 

3.  Interpret a fraction as division of the numerator by the denominator (a/b = a รท b).

Teach  
   
Practice
  
   
Assess
Fractions Test

 

Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

 

Teach  
   
Practice
  
   
Assess

Division Soccer

 

 

 

CCSS