Students solve problems that involve adding and subtracting fractions and mixed numbers using models. They develop and use strategies that include finding a common denominator. Students develop procedures for multiplying a fraction times a whole number. Student use patterns to multiply fractions. They use multiplication to bridge division of fractions.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1* | Identify and find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies. |
| E2* | Represent and identify the simplest form of a fraction using tools (e.g., area models) and multiplication and division strategies. |
| E3* | Represent addition, subtraction, multiplication, and division of fractions with area models, number lines, number sentences, drawings, and stories. |
| E4* | Multiply and divide fractions using area models, drawings, and number lines. |
| E5 | Solve word problems involving addition, subtraction, and multiplication of fractions. |
| E6 | Explain the effects of factors less than and greater than 1 on the product of fractions (e.g., is the product of 1/2 × 3 larger or smaller than 3). |
| E7 | Choose appropriately from among estimation and computation strategies. |
| E8* | Add and subtract fractions including those with unlike denominators using area models and paper-and-pencil methods. |
| E9 | Estimate sums, differences, products, and quotients of fractions using benchmarks and mental math strategies. |
| E10 | Find common denominators and use them to add, subtract, and compare fractions. |
| * Denotes Benchmark Expectation | |