4+Numbers+&+Operations+-+Fractions

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. Use this principle to recognize and generate equivalent fractions.
 * 1) Fraction Models & Equivalence:**

Unit 12 Exploring Fractions || //Informational// //Games/Practice// || 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.
 * ~ **Fraction Models & Equivalence Resources** ||
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 * Comparing Fractions with Different Numerators & Denominators:**

Unit 12 Exploring Fractions || //Informational// //Games/Practice// || Understand a fraction //a/////b// with //a// > 1 as a sum of fractions 1///b//. > Unit 12 Exploring Fractions || //Informational// //Games/Practice// ||
 * ~ **Comparing Fractions with Different Numerators & Denominators Resources** ||
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 * Addition & Subtraction of Fractions:**
 * Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
 * 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: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.//
 * 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.
 * 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
 * ~ **Addition & Subtraction of Fractions Resources** ||
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 * __Assessments__ ||
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 * __Parent/Student Websites__
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 * __Differentiation/Modification__ ||
 * __Videos__ ||
 * __Additional Resources__ ||

Understand a fraction //a/////b// with //a// > 1 as a sum of fractions 1///b//.
 * Multiplication of Fractions by Whole Numbers**
 * Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
 * 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: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.//
 * 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.
 * 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.

No unit available || //Informational// //Games/Practice// || 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 100.2 //For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.//
 * ~ **Multiplication of Fractions by Whole Numbers Resources** ||
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 * Fractions with Denominators of 10 & 100:**

Unit 10 Using Decimals || //Informational// //Games/Practice// || 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.//
 * ~ **Fractions with Denominators of 10 & 100 Resources** ||
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 * Decimal Notation**:

Unit 10 Using Decimals || //Informational// //Games/Practice// || 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.
 * Decimal Notation Resources**
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 * __Math Trailblazer Units & Lessons__
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 * Compare Decimals:**

Unit 10 Using Decimals || //Informational// //Games/Practice// ||
 * Compare Decimals Resources**
 * __Math Trailblazer Units & Lessons__
 * __Math Trailblazer Units & Lessons__
 * __Supplemental Lesson Plans__ ||
 * __Assessments__ ||
 * __Instructional Websites__ ||
 * __Parent/Student Websites__
 * __iPad Apps__ ||
 * __Differentiation/Modification__ ||
 * __Videos__ ||
 * __Additional Resources__ ||

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. Use this principle to recognize and generate equivalent fractions.