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• 2.G.A.3Partition shapes into equal sharesGrade 2
  Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
• 3.G.A.2Partition shapes into parts with equal areasGrade 3
  Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
• 3.NF.A.1Understand unit fractions (1/b)Grade 3
  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.2.aLocate 1/b on a number lineGrade 3
  Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
• 3.NF.A.2.bLocate a/b on a number lineGrade 3
  Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
• 3.NF.A.3.aRecognize equivalent fractions visuallyGrade 3
  Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
• 3.NF.A.3.bGenerate simple equivalent fractionsGrade 3
  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.
• 3.NF.A.3.cWhole numbers as fractionsGrade 3
  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.3.dCompare fractions with same num or denomGrade 3
  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.
• 4.NF.A.1Explain equivalence via a/b = (n×a)/(n×b)Grade 4
  Explain why a fraction a/b is equivalent to a fraction (n×a)/(n×b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
• 4.NF.A.2Compare fractions with different num AND denomGrade 4
  Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

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