Equivalent Fractions to 1/2
Maryland College and Career-Ready Education Standards. Fractions that are equivalent to ½ are fractions that have different denominators than ½, but still show half. Fractions that are equivalent to ½ can be simplified to ½. Fractions equivalent to ½ have an even number as their denominator. Read More...
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◂Math Worksheets and Study Guides Third Grade. Equivalent Fractions to 1/2
Study Guide
Equivalent Fractions to 1/2Worksheet/Answer key
Equivalent Fractions to 1/2Worksheet/Answer key
Equivalent Fractions to 1/2Worksheet/Answer key
Equivalent Fractions to 1/2
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The resources above correspond to the standards listed below:
Maryland College and Career-Ready Standards
MD.MA.3.NF. Number and Operations – Fractions (NF)
3.NF.A. Develop the understanding of fractions as numbers.
3.NF.A.1. Major Standard: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.1.3. Knowledge that unit fractions represent 1 of the total number of parts, for example, the fraction is formed by 1 part of a whole which is divided into 4 equal parts.
3.NF.A.1.5. Knowledge of the terms numerator (the number of parts being counted) and denominator (the total number of equal parts in the whole).
3.NF.A.1.7. Ability to identify and create fractions of a region and of a set, including the use of concrete materials.
3.NF.A.1.8. Knowledge of the size or quantity of the original whole when working with fractional parts.
3.NF.A.2. Major Standard: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2.2. Ability to apply knowledge of unit fractions to represent and compute fractions on a number line.
3.NF.A.3. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3.1. Ability to use concrete manipulatives and visual models to explain reasoning about fractions.
3.NF.A.3.5. Ability to use benchmarks of 0, 1/2, and 1 comparing fractions.
3.NF.A.3.6. Knowledge of and experience with fractional number sense to lay foundation for manipulating, comparing, finding equivalent fractions, etc.
3.NF.A.3a. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Represent two fractions as equivalent (equal) if they are the same size, or the same point on the number line.
3.NF.A.3a.3. Ability to use a variety of models to investigate relationships of equivalency.
3.NF.A.3c. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – 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.
3.NF.A.3c.1. Knowledge of the denominator as the number of parts that a whole is divided into in order to explain why a denominator of 1 indicates whole number.
3.NF.A.3d. Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – 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.
3.NF.A.3d.1. Ability to use benchmarks of 0, 1/2 and 1 to explain relative value of fractions.
3.NF.A.3d.2. Knowledge that as the denominator increases the size of the part decreases.
3.NF.A.3d.3. Knowledge that when comparing fractions the whole must be the same size.
3.NF.A.3d.4. Ability to use a variety of models when comparing fractions (e.g., number line, and manipulatives such as Cuisenaire rods, fraction towers, fraction strips).
MD.MA.3.MD. Measurement and Data (MD)
3.MD.D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.MD.D.8. Additional Standard: Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.MD.D.8.7. Ability to use concrete materials to divide shapes into equal areas (e.g., pattern blocks, color tiles, geoboards).
MD.MA.3.G. Geometry (G)
3.G.A. Reason with shapes and their attributes.
3.G.A.2. Supporting Standard: 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.
3.G.A.2.2. Ability to use concrete materials to divide shapes into equal areas (e.g., pattern blocks, color tiles, geoboards).
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