Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.Ĥ.NF.B.4.A Understand a fraction a/b as a multiple of 1/b. 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.Ĥ.NF.B.3.C Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.Ĥ.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.Ĥ.NF.B.4. Justify decompositions, e.g., by using a visual fraction model. Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or, =, or 1 as a sum of fractions 1/b.Ĥ.NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.Ĥ.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. Determine if two given fractions are equivalent using a variety of methods Supporting Standard ĭ. Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations Supporting Standard Ĭ. Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b Supporting Standard ī. The student applies mathematical process standards to represent and generate fractions to solve problems. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.Ĥ.3 Number and operations. Analyze mathematical relationships to connect and communicate mathematical ideas Create and use representations to organize, record, and communicate mathematical ideas į. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate Į. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems ĭ. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution Ĭ. Apply mathematics to problems arising in everyday life, society, and the workplace ī. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
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