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Extend Understanding Of Fraction Equivalence And Ordering.
4.NF.1Explain why a fraction a/b is equiva...more
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.
4.NF.2Compare two fractions with different...more
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.
Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers.
4.NF.3Understand a fraction a/b with a > 1...more
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a.
4.NF.3.aUnderstand addition and subtraction ...more
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.3.bDecompose a fraction into a sum of f...more
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.
4.NF.3.cAdd and subtract mixed numbers with ...more
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.
4.NF.3.dSolve word problems involving additi...more
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.
4.NF.4Apply and extend previous understand...more
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.4.aUnderstand a fraction a/b as a multi...more
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).
4.NF.4.bUnderstand a multiple of a/b as a mu...more
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 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
4.NF.4.cSolve word problems involving multip...more
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand Decimal Notation For Fractions, And Compare Decimal Fractions.
4.NF.5Express a fraction with denominator ...more
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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
4.NF.6Use decimal notation for fractions w...more
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7Compare two decimals to hundredths b...more
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Major cluster will be a majority of the assessment, Supporting clusters will be assessed through their success at supporting the Major Clusters and Additional Clusters will be assessed as well. The assessments will strongly focus where the standards strongly focus.
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