30 - 30 (6 x 5) 0 150 ÷ 6 = (60 ÷ 6) + (60 ÷ 6) + (30 ÷ 6) = 10 + 10 + 5 = 25 Example: 1917 ÷ 9 9 A student’s description of his or her thinking may be: I need to find out how many 9s are in 1917. I know that 200 x 9 is 1800. So if I use 1800 of the 1917, I have 117 left. I know that 9 x 10 is 90. So if I have 10 more 9s, I will have 27 left. I can make 3 more 9s. I have 200 nines, 10 nines and 3 nines. So I made 213 nines. 1917 ÷ 9 = 213. Number and Operation Fractions1 4.NF – Common Core Cluster Extend understanding of fraction equivalence and ordering. Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: partition(ed), fraction, unit fraction, equivalent, expression, multiple, reason, denominator, numerator, comparison/compare, =, benchmark fraction ‹, ›, Common Core Standard Unpacking What do these standards mean a child will know and be able to do?
30 - 30 (6 x 5) 0 150 ÷ 6 = (60 ÷ 6) + (60 ÷ 6) + (30 ÷ 6) = 10 + 10 + 5 = 25 Example: 1917 ÷ 9 9 A student’s description of his or her thinking may be: I need to find out how many 9s are in 1917. I know that 200 x 9 is 1800. So if I use 1800 of the 1917, I have 117 left. I know that 9 x 10 is 90. So if I have 10 more 9s, I will have 27 left. I can make 3 more 9s. I have 200 nines, 10 nines and 3 nines. So I made 213 nines. 1917 ÷ 9 = 213. Number and Operation – Fractions1 4.NF Common Core Cluster Extend understanding of fraction equivalence and ordering. Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: partition(ed), fraction, unit fraction, equivalent, expression, multiple, reason, denominator, numerator, comparison/compare, ‹, ›, =, benchmark fraction Common Core Standard Unpacking What do these standards mean a child will know and be able to do?
Unpacking%20Grade%204.docx