TEKS (3)(G)
explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
Source: Texas Administrative Code §111.5 (Chapter 111) · Adopted 2012
Knowledge & Skills (3)
Number and operations
The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
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Other expectations under (3)
- TEKS (3)(A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and…
- TEKS (3)(B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
- TEKS (3)(C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
- TEKS (3)(D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
- TEKS (3)(E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8…
- TEKS (3)(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
- TEKS (3)(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial…