4nf1.curriculum.camdentonschools.org

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Skip to main content. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. H ttp:/ www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/4th.pdf. Number of the Day. Help on how to format text. Turn off "Getting Started".

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4NF1 - home | 4nf1.curriculum.camdentonschools.org Reviews

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Skip to main content. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. H ttp:/ www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/4th.pdf. Number of the Day. Help on how to format text. Turn off Getting Started.

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4NF1 - home | 4nf1.curriculum.camdentonschools.org Reviews

https://4nf1.curriculum.camdentonschools.org

Skip to main content. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. H ttp:/ www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/4th.pdf. Number of the Day. Help on how to format text. Turn off "Getting Started".

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4nf1.curriculum.camdentonschools.org

4NF1 - home

Skip to main content. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. H ttp:/ www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/4th.pdf. Number of the Day. Help on how to format text. Turn off "Getting Started".

4nf2.curriculum.camdentonschools.org

4NF2 - home

Skip to main content. 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. Number of the Day. Help on how to format text. Turn off "Getting Started".

4nf3.curriculum.camdentonschools.org

4NF3 - home

Skip to main content. Operations and Algebraic Thinking. Rubric 4.OA.1-3. Rubric 4.OA.4. Rubric 4.OA.5. Number and Operations in Base Ten. Rubric 4.NBT.1-3. Rubric 4.NBT.4. Rubric 4.NBT.5. Rubric 4.NBT.6. Rubric 4.NF.1. Rubric 4.NF.2. Rubric 4.NF.3. Rubric 4.NF.4. Rubric 4.NF.5-7. Rubric 4.MD.1-3. Rubric 4.MD.4. Rubric 4.MD.5-7. Rubric 4.G.1. Rubric 4.G.2-3. Understand a fraction a/b with a 1 as a sum of fractions 1/b. Number of the Day. Help on how to format text. Turn off "Getting Started".

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4nf4.curriculum.camdentonschools.org

4NF4 - home

Skip to main content. Operations and Algebraic Thinking. Rubric 4.OA.1-3. Rubric 4.OA.4. Rubric 4.OA.5. Number and Operations in Base Ten. Rubric 4.NBT.1-3. Rubric 4.NBT.4. Rubric 4.NBT.5. Rubric 4.NBT.6. Rubric 4.NF.1. Rubric 4.NF.2. Rubric 4.NF.3. Rubric 4.NF.4. Rubric 4.NF.5-7. Rubric 4.MD.1-3. Rubric 4.MD.4. Rubric 4.MD.5-7. Rubric 4.G.1. Rubric 4.G.2-3. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Number of the Day. Help on how to format text.

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