Note: Click any standard to move it to the center of the map.
[2.MD.B.6] -
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
Mathematics | Grade : 3
Domain - Number and Operations—Fractions
Cluster - Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.
[3.NF.A.2] - Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- Fraction
A number expressible in the form a/b where a is a whole number and b is a positive whole number. (The word fraction in these standards always refers to a nonnegative number.) - Number line diagram
A diagram of the number line used to represent numbers and support reasoning about them. In a number line diagram for measurement quantities, the interval from 0 to 1 on the diagram represents the unit of measure for the quantity. - Exploring Fractions
[3.NF.A.1] -
Understand a fraction 1/b as the quantity formed by 1 part when a whole (a single unit) 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.3] -
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [Note: Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]
[3.MD.B.4] -
Generate measurement data by measuring lengths of objects using rulers marked with halves and fourths of an inch. Record and show the data by making a line plot (dot plot), where the horizontal scale is marked off in appropriate units—whole numbers, halves, or fourths. (See Glossary for example.)
[4.NF.B.3] -
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [Note: Grade 4 expectations in this domain are limited to fractions with denominators 2,3,4,5,6,8,10, 12, and 100.]
[5.G.A.1] -
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
[5.G.A.2] -
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
[6.NS.C.6.a] -
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.