Numbers and Operations - Fraction
explain why a fraction a/b is equivalent to a fraction (n × a)/(n × 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 and use this principle to recognize and generate equivalent fractions. (CCSS Math.4.NF.1)
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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 ½, recognize that comparisons are valid only when the two fractions refer to the same whole and record the results of comparisons with symbols >, = or <, and justify the conclusions, e.g., by using a visual fraction model. (CCSS Math.4.NF.2)
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understand a fraction a/b with a > 1 as a sum of fractions 1/b
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apply and extend previous understandings of multiplication to multiply a fraction by a whole number
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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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (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.) (CCSS Math.4.NF.5)
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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. (CCSS Math.4.NF.6)
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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 and record the results of comparisons with the symbols >, = or < and justify the conclusions, e.g., by using a visual model. (CCSS Math.4.NF.7)
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