Goal Labels - Fractions (Upper Primary)
Twenty-three Fraction Goal Labels for upper primary.
This set of goal labels are designed to help students develop numeracy skills. These goals help students to reflect upon their work and become more responsible for their own learning.
Print and cut the goal labels out. Students can stick these in their books or have them on their desk to remind them of their own fractions goals.
Use the PDF Checklist to track all of the goals for each student.
The Excel Spreadsheet can be used to track the goals for all of your students. In the Excel spreadsheet, you can type a ‘y’ to get a green box that indicates the student has achieved that goal, an ‘n’ to indicate the child has not achieved the goal yet and a ‘w’ to indicate that the child is working toward achieving the goal.
A blank set of labels are provided at the end to add your own fractions goals.
These goal labels can be used in conjunction with these Goals – Numeracy (Upper Primary).
Use the drop-down menu to select the following download options:
A version of this teaching resource document can be opened and edited in Microsoft Word, allowing you to add your own custom content.
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Common Core State Standards alignment
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.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > CCSS.MATH.CONTENT.4.NF.C.6
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.
Grade 5 > Standards for Mathematical Practice > Number & Operations - Fractions > Apply and extend previous understandings of multiplication and division > CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
Grade 6 > Standards for Mathematical Practice > The Number System > Apply and extend previous understandings of multiplication and division to divide fractions by fractions > CCSS.MATH.CONTENT.6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.
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Comments & Reviews
Added PDF checklist and Excel Spreadsheet checklist
Addition by Jill (Teach Starter) Tuesday February 27, 2018
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