Number and operations. The student applies
mathematical process standards to represent and explain fractional units. The
student is expected to:
(1) represent fractions greater than zero and
less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete
objects and ...
Number and operations. The student applies
mathematical process standards to represent and explain fractional units. The
student is expected to:
(1) represent fractions greater than zero and
less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete
objects and pictorial models, including strip diagrams and number lines;
(A) determine the corresponding fraction greater
than zero and less than or equal to one with denominators of 2, 3, 4, 6, and
8 given a specified point on a number line;
(B) explain that the unit fraction 1/b
represents the quantity formed by one part of a whole that has been partitioned
into b equal parts where b is a non-zero whole number;
(C) compose and decompose a fraction a/b
with a numerator greater than zero and less than or equal to b as a sum
of parts 1/b;
(D) solve problems involving partitioning an
object or a set of objects among two or more recipients using pictorial representations
of fractions with denominators of 2, 3, 4, 6, and 8;
(E) represent equivalent fractions with denominators
of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including
number lines;
(F) explain
that two fractions are equivalent if and only if they are both represented by
the same point on the number line or represent the same portion of a same size whole for
an area model; and
(G) compare
two fractions having the same numerator or denominator in problems by reasoning
about their sizes and justifying the conclusion using symbols, words, objects,
and pictorial models.
