Hannah, Meagan, Megan, Torey Fractions The Start

Third Grade Remember! Fractions are not formally introduced until third grade. In this grade students are expected to develop understanding of fractions as numbers.

-When introduced the denominators only can be 2,3,4,6,8 Students extend previous knowledge about how fractions are built from unit fractions and understand decimal notation for fractions, compare decimal fractions, and begin to work with mixed numbers and word problems.

Denominators can now also include 5, 10, 12, and 100 Grade 4 Students are expected to further draw upon their previous knowledge and then apply and extend their understandings of all simple operations. Grade 5 As grade levels progress, fraction concepts become more complicated. Pre-Calculus and Algebra use basic concepts learned in younger grades to advance to problems like this: And beyond..... Fractions are your friends! 3 = 3/1 4 = 4/1

- recognize that they represent the same point on a number line

1/2 = 2 / 4 4 / 6 = 2 / 3

- recognize and generate simple equivalent fractions

1/2 > 1 / 4

comparison of fractions with <, =, > and be able to justify

comparisons with visual fraction models 3/8=1/8+1/8+1/8 2 1/4 + 3 1/4 is the same as

9/4+ 13/4= 22/4

Explain why a/b = (n x a)/ (n x b)

by using visual fraction models 5/4 = 5 x (1/4)

0.62= 62/100

Express 3/10 as 30/100 and add 3/10 + 4/100= 34/100 Sixth Grade Students complete their understanding of dividing fractions. They learn how to interpret and compute quotients of fractions, solve word problems with dividing fractions by fractions. Use relationship between multiplication and division to explain why

2/3 divided b 3/4 = 8/9 BECAUSE OF 3/4 of 8/9= 2/3 2/3 + 5 / 4 = 8 / 12

Use equivalent fractions to add and subtract fractions

2/3 x 4 = 8 / 3

multiply a fraction by a whole number fractions

1/3 / 4 = 1 / 12 because 1 / 12 x 4 = 1/3

use relationship between multiplication, division, addition Seventh Grade Students develop a unified understanding of number fractions, decimals and percents as representations of rational numbers. Problems become more complicated as students learn about irrational numbers.

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