3.NF.A.2.a. 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.

• No tasks yet illustrate this standard.

3.NF.A.2.b. 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.

• No tasks yet illustrate this standard.

3.NF.A.3.c. 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.

• No tasks yet illustrate this standard.

4.NF.B.3.d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

• No tasks yet illustrate this standard.

4.NF.B.4.a. Understand a fraction $a/b$ as a multiple of $1/b$. For example, use a visual fraction model to represent $5/4$ as the product $5 \times (1/4)$, recording the conclusion by the equation $5/4 = 5 \times (1/4).$

• No tasks yet illustrate this standard.

4.NF.B.4.b. Understand a multiple of $a/b$ as a multiple of $1/b$, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express $3 \times (2/5)$ as $6 \times (1/5)$, recognizing this product as $6/5$. (In general, $n \times (a/b) = (n \times a)/b.$)

• No tasks yet illustrate this standard.

5.NF.B.5.a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

• No tasks yet illustrate this standard.