For fact practice, click folder            My friend with a red star indicates  a challenge that is above the grade level expectation                    My friend with a green star indicates prerequisite skills

   Number & Operation Targets:  

• demonstrate conceptual understanding of benchmark fractions: a/2, a/3, a/4, a/6, a/8 where a is greater than 0 and less than or equal to the denominator.  

Find Gramps     Match Fractions & Decimals                        6/10  or . 6 of the beans are yellow & jumping

Convert Fractions to Decimals     Quiz Yourself

• read and write benchmark fractions.   

• create and uses representations to solve problems showing understanding of fractions.  

Flower Fractions            Hatching Fractions                                       

• demonstrate conceptual awareness of benchmark fractions as equal parts to whole in area models where the number of parts in the whole is less than or equal to the denominator.   Student demonstrates conceptual awareness of  benchmark fractions as equal parts to whole in set models where the number of parts in the whole is less than or equal to the denominator    

   Ratio Stadium             Mixing Orange Juice      Equivalent Fractions           

Fractions. Decimals, and Percents          Fraction Pairs & Probibility                                   

•  place benchmark fractions on a number line from 0----1.

Balloon Pop        Who Wants Pizza?  (A Lesson)      

•  compare benchmark fractions.  

Improper & Mixed          Add, Subtract, Multiply Fractions        Fraction of a Number

• solve problems involving combinations using a table.  

 Data Statistics & Probibility   

• determine the likelihood of an event using probability vocabulary “more likely”, “less likely”, or “equally likely”. ** The student will determine if a game was fair and give reasons to support the determination.  ** The student can explain how a game that is unfair can be changed to be fair.  **  

Probability Pond

General Word Problem Practice

Computation Castle  (mixed Skills)        At the Mall (Percentages)         Multiply & Divide (lesson)

Mixed Computation          Help Katie         Multi Step (Video Solutions)

Key Ideas for Fractions:

KU 1 The idea of half should be revisited throughout the primary years so that students come to see that the equality of two halves refers to the relevant quantity, not appearance. That is, two halves of something need not look alike, but they must have the same ‘amount’. Objects and collections can be split into halves in many different ways. A half may be one part of two, or two parts of four, four parts of eight, etc. Also, the parts may be in any arrangement. Students should become flexible in generating different partitions and be expected to justify that their partitions do produce two equal portions.

KU 2 Students need extensive experience in splitting a diverse range of discrete and continuous wholes into equal-sized parts. Collections (discrete quantities) can be shared into equal parts by dealing out or distributing, while objects can be shared into equal parts by cutting, folding, drawing, pouring and weighing. Students should become flexible in partitioning and develop the ideas that equal parts need not look alike, the whole should be completely used up, the whole remains the same remains the same amount even after partitioning, the more shares the smaller each share.

KU 3 Students should learn to count forwards in simple fractional amounts, relating the ‘count’ to the actual quantities. Ex. 1/3 of the cake, 2/3 of the cake, 3/3 of the cake which is the whole cake counting and pulling the portions to the side. Only after comfortable with the fraction words should students be expected to learn to use the symbolic conventions for reading and writing fractional amounts. Students should understand that equal parts must have the same measure of mass, length, angle, or number.  The whole could be an object of a collection or a quantity  (length of a trip or weight of flour). It may be a single thing, many things or part of a thing. They should understand that the denominator does not need to match the number of partitions of the whole. This leads to the understanding of equivalency.

KU 4 students should understand that every fraction has infinite equivalent forms. Students can be taught quickly to produce equivalent fractions by rote. They have little understanding of what they are doing or why so they forget just as quickly. The result is they have to be taught over and over. To avoid this trap, provide children with extensive experience with partitioning quantities finding equivalent fractions by physically or mentally re-partitioning materials. The goal is to visualize fractional parts. Only later should a technique for producing equivalent fractions by computation be generalized.

KU 5 Students understand that fractions are often used to describe quantities but they also represent numbers that have their own properties and their own position on a number line.  We can compare fractions and order fractions and place them on a number line just as we can whole numbers. They should develop a sense of the relative magnitude and position of easily visualized fractions having the capacity to ‘see’ in their mind’s eye where the benchmark fractions would be on the number line.  Visualizing should allow them to compare the quantities to conclude the greater or lesser amount. They should understand this supposes a common ‘whole” and why one quarter of the common whole is always less than one half of the common whole. However, a quarter of one extra large pizza (whole) may be bigger than half of another small whole.

 Additional Areas of Study: (classroom assessed)

Problem Solving (in addition to those italic in target map) (adding on to their repertoire of strategies): area model, set model, diagram, linear model, table

Computation: addition and subtraction with and without regrouping; multiplication/division facts x0, 01, 02