standard_description: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Problem 1
Would you rather have the leftover king-sized candy bar in Scenario A or Scenario B? The original candy bars were the same size.
| Scenario A             |https://d21royfkw9g4l6.cloudfront.net/6IHeGW1e9sEYAohbKOidTN_LVX12G.png|  |https://d21royfkw9g4l6.cloudfront.net/6IHeGW1e9sEYAohbKOidTN_LVX12G.png| image:: https://d21royfkw9g4l6.cloudfront.net/6IHeGW1e9sEYAohbKOidTN_LVX12G.png | Scenario B             |https://d21royfkw9g4l6.cloudfront.net/zmqYDd5fBHecNcxlVQyYLE_C22SZP.png|  |https://d21royfkw9g4l6.cloudfront.net/zmqYDd5fBHecNcxlVQyYLE_C22SZP.png| image:: https://d21royfkw9g4l6.cloudfront.net/zmqYDd5fBHecNcxlVQyYLE_C22SZP.png |
|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
Problem 2
Find two fractions that are equivalent to each of the following:
a.
$$\frac{1}{3}$$
b.
$$\frac{3}{4}$$
c.
$$\frac{3}{2}$$
Problem 3
Use pictures to explain why the following fractions are equivalent.
a.
$${{1\over2}={3\over6}}$$
b.
$${{2\over3}={8\over12}}$$
c.
$${{4\over3}={8\over6}}$$


aligns: no