# Fraction Wall Poster

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A fraction wall that visually outlines fractions and their relationships.

Print this Fraction Wall Poster out on tabloid size or larger and put it up in your classroom.

Refer to it when you are working with fractions and their associated values.

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#### Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.B**

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.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.D**

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, e.g., by using a visual fraction model.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > **CCSS.MATH.CONTENT.4.NF.A.1**

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.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > **CCSS.MATH.CONTENT.4.NF.A.2**

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, e.g., by using a visual fraction model.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.3 > **CCSS.MATH.CONTENT.4.NF.B.3.B**

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.4 > **CCSS.MATH.CONTENT.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 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > **CCSS.MATH.CONTENT.4.NF.C.5**

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

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