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Math Standards

  • 2.GM.B.7 Measure to determine how much longer one object is than another (e.g. object 1 is 6 inches, object 2 is 4 inches, the length difference is 2 inches; relate ruler to number line)

  • 2.GM.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.

  • 2.GM.A.3 Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole (Use words: halves, thirds, etc. Use phrases: half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths).

    • a) Demonstrate that equal shares of identical wholes need not have the same shape (e.g., identical rectangles can be partitioned in different ways to create equal shares).

  • 3.NF.A.2 Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole (including unit fractions).

    • a) Describe the numerator as representing the number of pieces being considered.

    • b) Describe the denominator as the number of pieces that make the whole (e.g., 3⁄4 [3 fourths] represents 3 pieces that are each 1⁄4 of the whole) .

  • 3.NF.A.3 Represent fractions on a number line.

    • 1. a) Understand the whole is the interval from 0 to 1.

    • 2. b) Understand the whole is partitioned into equal parts.

    • c) Understand a fraction represents the endpoint of the length a given number of partitions from 0 (e.g., 3⁄4 is located at the end of the length that is 3 partitions from 0 when each partition is a fourth).

  • 3.NF.A.4 Demonstrate that two fractions are equivalent if they are the same size or the same point on a number line.

  • 3.NF.A.5 Recognize and generate equivalent fractions (e.g., 1⁄2 = 2/4, 4/6=2/3; include fractions that are equal to 1, e.g., 3/3=1) using visual models, and justify why the fractions are equivalent.

  • 4.NF.A.2 Recognize and generate equivalent fractions.

  • 4.NF.B.5 Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification (e.g., 3/8 = 1/8 + 2/8; 2 1/8= 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8 = 17/8; use number lines, manipulative or drawings).

5.RA.C.5 Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals (exclude division of fractions by fractions). Use estimation to assess the reasonableness of answers

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