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Description: A collection of strategies (with examples and handouts) for helping students with learning and attention issues to understand fraction equivalence and ordering- Related Documents
- Aligned Standards
- Teacher Reviews (2)

- 4.NF.A.1
- 4.NF.A.2

Major StandardsSupporting StandardsAdditional Standards

Standard 4.NF.A.1### Prerequisites for 4.NF.A.1

### 3rd Grade

### Upcoming Standards for 4.NF.A.1

### 4th Grade

### 5th Grade

Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x 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.

Part of Major Cluster 4.NF.A

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.BRecognize 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.CExpress 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.DCompare 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.

5.NF.B.5

Interpret multiplication as scaling (resizing), by:

5.NF.B.5.A

Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

5.NF.B.5.BExplaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a)/(n x b) to the effect of multiplying a/b by 1.

Daniel V. | November 13, 2018

I was looking for more nuanced assistance. This is a helpful resource but generic.

Irene M. | October 11, 2018

The challenge section under "Why It Will Help" enabled me to predict the mistake/struggle that my students might potentially make, especially when comparing 1/4 and 1/5 and consider that 1/5 is bigger than 1/4 because 5 is bigger than 4. The number line visual aid/differentiation strategy was a great idea to introduce the concept of fraction. The suggestion to use various colors/diagrams to explain proportionality was also helpful.

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