Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.

Number and Operations-Fractions

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.

Number and Operations-Fractions

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Iowa DOE

Last updated:

2015-09-21 16:23:33

No resources have been tagged as aligned with this standard.

- This standard is part of: 4.NF.B
- This standard is derived from: CCSS.Math.Content.4.NF.B.3

Finer grained standards that are part of this one

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Standards with the same topic and subject but for other grades

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Iowa DOE

Last updated:

2015-09-21 16:42:02

Interpret a fraction as division of the numerator by the denominator (π’/π£ = π’ Γ· π£). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Iowa DOE

Last updated:

2015-09-21 16:41:39

Interpret the product (π’/π£) Γ π² as a parts of a partition of π² into π£ equal parts; equivalently, as the result of a sequence of operations π’ Γ π² Γ· π£.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence π’/π£ = (π―Γπ’)/(π―Γπ£) to the effect of multiplying π’/π£ by 1.

Iowa DOE

Last updated:

2015-04-08 13:03:28

Standards derived from the same national standard

Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.

Florida DOE

Last updated:

2018-07-18 16:23:29

Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b.

West Virginia DOE

Last updated:

2016-02-01 10:32:35

Understand a fraction π/π with a > 1 as a sum of fractions 1/π.

Kansas DOE

Last updated:

2017-11-09 16:12:38

Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.

North Dakota DOE

Last updated:

2015-04-08 13:03:28

Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.

Wisconsin DOE

Last updated:

2013-06-21 08:49:55

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