NF.1.3.c

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

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.

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Formative Assessments
Formative Assessments
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Students compare two pairs of fractions and record their comparisons using the less than or greater than symbols.
Comparing Fractions
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Students are given a familiar fraction and asked to generate an equivalent fraction justifying their reasoning.
Generating Equivalent Fractions
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Students determine whether or not fractions are equivalent.
Equivalent Fractions
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Students are asked to divide two rectangles into fourths and then to consider how many fourths the two wholes represent.
How Many Fourths are in Two Wholes?
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Students are given a number line scaled by fourths and ask to label the notches.
Four Fourths
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Students compare two fractional parts of two different wholes.
The Cake Problem
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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Assessment Questions
Assessment Questions
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Equation Editor
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Gridded Response3
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Gridded Response 1
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Multi Select
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Gridded Response 2
Videos of Expert Instruction
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Use Real Link and Title
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Hook/Performance Tasks
Hook/Performance Tasks
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The purpose of this task is to extend students' understanding of fraction comparison.
IM:  Ordering Fractions
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This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them.
IM:  Comparing Fractions with a Different Whole
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This task asks students to select pictures that accurately represent the relative magnitude of two fractions.
IM:  Fraction Comparisons with Pictures, Assessment Variation
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The goal of the task is to compare fractions with a focus on providing explanations that demonstrate deep conceptual understanding.
IM:  Comparing Fractions Game
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The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent.
IM:  Jon and Charlie’s Run
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This task asks students to compare fractions using words and symbols and then to correctly represent them on the number line.
IM:  Comparing Fractions with the Same Denominator, Assessment Variation
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The purpose of this task is for students to investigate a claim about a comparison of two fractions in a context.
IM:  Snow Day
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The purpose of this task is for students to compare fractions using common denominators and common numerators and to recognize equivalent fractions.
IM:  Comparing Fractions
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This task asks students to compare fractions using words and symbols and then to correctly represent them on the number line.
IM:  Comparing Fractions with the Same Numerators, Assessment Variation
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The purpose of this task is for students to use their understanding of area as the number of square units that covers a region to recognize different ways of representing fractions with area.
IM:  Halves, Thirds, and Sixths
Problem Based Lessons
Problem Based Lessons
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Robert Kaplinsky: Students will determine where freeway signs are located using a map.
Where Is The Freeway Sign Located?
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Robert Kaplinsky: This problem is a real-life application of being able to identify a fraction on a number line.
How Much Is One Third Of A Cup Of Butter?