2. Understand a fraction as a
number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning
it into b equal parts.
b. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the
number 1/b on the number line.
CST Bridge |
Decimals, Fractions and Percents
3.0 Students understand the relationship between whole numbers, simple fractions,
and decimals:
3.11 Compare fractions represented by drawings or concrete materials to show equivalency
and to add and subtract simple fractions in context (e.g., ½ of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than ¼).
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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.
CST Bridge |
Decimals, Fractions and Percents
1.9 3 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
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2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike
denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and
number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
CST Bridge |
Decimals, Fractions and Percents
2.41 Understand the concept of multiplication and division of fractions.
2.51 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.
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