STANDARDS FOR MATHEMATICAL CONTENT
MCC4.NF.1 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.
(Don't let the variables fool you! Using a letter like this is designed to show you that this rule applies anywhere, anyplace, anytime!) I'll be uploading pictures of some of the fun activies we do in class to make this standard easy to understand!
A key part of the Common Core Standards is understanding where you see this type of math in the real world! Be on the look-out for fractions in the world around you. We'll be talking about this in class!
MCC4.NF.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.
(Again, these are on a very basic level! As your skills improve, you'll need to increase the difficulty, and check out some of the other options to practice these skills!)
Show what you know! We'll be thinking about fractions in a variety of ways: as number lines, models, decomposed, or as equal to other fractions. I challenge you to try to find ways to represent fractions that no one else in our class is thinking of!
MCC4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
MCC4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
(Our Guided Math Groups worked on this concepts with some pretty fun games!)
Prime or Composite