NF. Number and Operations---Fractions
- Closest to 1/2
- Find 1
- Find 1/4 Starting from 1, Assessment Version
- Find 1 Starting from 5/3, Assessment Variation
- Find 2/3
- Find 7/4 starting from 1, Assessment Variation
- Locating Fractions Greater than One on the Number Line
- Locating Fractions Less than One on the Number Line
- Which is Closer to 1?
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3.NF. Grade 3 - Number and Operations---Fractions
3.NF.A. Develop understanding of fractions as numbers.
3.NF.A.1. Understand a fraction $1/b$ as the quantity formed by 1 part when a whole is partitioned into $b$ equal parts; understand a fraction $a/b$ as the quantity formed by $a$ parts of size $1/b$.
3.NF.A.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2.a. Represent a fraction $1/b$ on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into $b$ equal parts. Recognize that each part has size $1/b$ and that the endpoint of the part based at 0 locates the number $1/b$ on the number line.
3.NF.A.2.b. Represent a fraction $a/b$ on a number line diagram by marking off $a$ lengths $1/b$ from 0. Recognize that the resulting interval has size $a/b$ and that its endpoint locates the number $a/b$ on the number line.
3.NF.A.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3.a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.A.3.b. Recognize and generate simple equivalent fractions, e.g., $1/2 = 2/4$, $4/6 = 2/3$. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.A.3.c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express $3$ in the form $3 = 3/1$; recognize that $6/1 = 6$; locate $4/4$ and $1$ at the same point of a number line diagram.
3.NF.A.3.d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols $>$, =, or $<$, and justify the conclusions, e.g., by using a visual fraction model.
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4.NF. Grade 4 - Number and Operations---Fractions
4.NF.A. Extend understanding of fraction equivalence and ordering.
4.NF.A.1. Explain why a fraction $a/b$ is equivalent to a fraction $(n \times a)/(n \times b)$ 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.A.2. 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.
4.NF.B. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
4.NF.B.3. Understand a fraction $a/b$ with $a > 1$ as a sum of fractions $1/b$.
4.NF.B.3.a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3.b. 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: $\frac38 = \frac18 + \frac18 + \frac18$; $\frac38 = \frac18 + \frac28$; $2 \frac18 = 1 + 1 + \frac18 = \frac88 + \frac88 + \frac18.$
4.NF.B.3.c. 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.B.3.d. 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.B.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.B.4.a. 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 $5 \times (1/4)$, recording the conclusion by the equation $5/4 = 5 \times (1/4).$
4.NF.B.4.b. 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 $3 \times (2/5)$ as $6 \times (1/5)$, recognizing this product as $6/5$. (In general, $n \times (a/b) = (n \times a)/b.$)
4.NF.B.4.c. 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?
4.NF.C. Understand decimal notation for fractions, and compare decimal fractions.
4.NF.C.5. 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.Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade. For example, express $3/10$ as $30/100$, and add $3/10 + 4/100 = 34/100$.
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.
4.NF.C.7. 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.
- Connor and Makayla Discuss Multiplication
- Cornbread Fundraiser
- Cross Country Training
- Folding Strips of Paper
- Mrs. Gray's Homework Assignment
- Calculator Trouble
- Comparing a Number and a Product
- Comparing Heights of Buildings
- Fundraising
- Grass Seedlings
- Reasoning about Multiplication
- Running a Mile
- Scaling Up and Down
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