Common Core: 3rd Grade Math : Recognize and Generate Simple Equivalent Fractions: CCSS.Math.Content.3.NF.A.3b

Study concepts, example questions & explanations for Common Core: 3rd Grade Math

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Example Questions

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Example Question #1 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

6

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #2 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to  

Possible Answers:

Correct answer:

Explanation:

4

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #3 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

12

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #4 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

8

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #5 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

10

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #6 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

10

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #7 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

12

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #5 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

12

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #6 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

12

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

Example Question #10 : Recognize And Generate Simple Equivalent Fractions: Ccss.Math.Content.3.Nf.A.3b

What fraction is equivalent to 

Possible Answers:

Correct answer:

Explanation:

6

The two lines above are the same length. The top line is split into  pieces and the bottom line is split into  pieces.

  and  are equivalent because they occupy the same position on the number line. 

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