Students use multiple representations and real-world contexts to support their development of the concepts related to fractions. Students review the use of circle pieces, number lines, and symbols to represent and identify fractions, including proper fractions, improper fractions, and mixed numbers. Students make connections and translate between these representations to compare, order, and find equivalent fractions. Students develop multiplication and division strategies for finding common denominators. Students develop strategies to add and subtract with like and unlike denominators.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1* | Represent and identify fractions (e.g., proper, improper, mixed number) using area models, drawings, number lines, words, symbols, and number sentences. |
| E2* | Recognize that equal fractional parts of a unit whole are the same size (e.g., all fourths of a rectangle are the same size). |
| E3* | Identify the unit whole when given a fractional part of a whole. |
| E4* | Find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies. |
| E5* | Decompose fractions into the sums of smaller fractions (e.g., 3/4 = 1/2 + 1/4). |
| E6* | Compare and order fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators. |
| E7* | Add and subtract fractions including those with unlike denominators. |
| E8* | Represent the solution for word problems involving addition and subtraction of fractions using visual models and number sentences. |
| E9* | Use benchmark fractions to estimate sums and differences and assess the reasonableness of answers. |
| E10 | Demonstrate fluency with the multiplication and division facts for the 5s and 10s. |
| * Denotes Benchmark Expectation | |