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Lesson 20: Understand What a Fraction Is (, , , , )

Lesson 21: Understand Fractions on a Number Line ( , , , , )

Lesson 22: Understand Equivalent Fractions (, , , , )

Lesson 23: Find Equivalent Fractions (, , , , )

Lesson 24: Understand Comparing Fractions (, , , , )

Lesson 25: Use Symbols to Compare Fractions (, , , )

Lesson 26: Measure Length and Plot Data on Line Plots (, , , , )

• Interprets multiplication as combining equal groups, e.g. 5 x 7 is the total number of objects in 5 groups of 7 objects each

• Interprets division as separating a total number of objects into equal sized groups, e.g. 56 ÷ 8 is the number of objects in each group when 56 is broken into 8 equal groups or the number of groups when 56 is divided into groups of 8 objects each

• Understands and applies mathematical properties (commutative, associative, and distributive) to multiply 

• Multiplies and divides within 100 using various strategies 

• Solves two-step word problems involving addition, subtraction, multiplication and division 

• Identifies and explains patterns in arithmetic

• Uses place value understanding to round whole numbers

• Fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations

• Understands a fraction as a quantity formed of equal parts

• Understands a fraction on a number line has value and can place fractions on a number line

• Compares fractions by reasoning about their size

• Recognizes, creates, and compares equivalent fractions

• Solves problems involving measurement and estimation of intervals of time, liquid volume, and  masses of objects 

• Tells and writes time to the nearest minute and measures time in intervals.

• Measures and estimates liquid volume and mass of objects

• Interprets data and creates a variety of graphs to represent data 

• Understands concepts of area and relates area to multiplication and to addition 

• Finds the area of rectangular shapes with whole-number side lengths using tiling, addition, and/or multiplication

• Understands that an area of a shape can result in different perimeters and a given perimeter can result in different areas

• Recognizes and describes shapes by their attributes and understands different shapes can share the same attributes

• Can divide a shape into fractional parts and names the unit fraction e.g. when a shape is divided into four equal parts each part in named 1/4

Students are able to “stick with” problems and will try multiple methods to reach a solution.

Students understand that written numerals represent real world objects and quantities.

Students are able to explain their own mathematical ideas and strategies and they respond to the thinking of others.

Students represent problem situations in multiple ways including equations, mathematical words, labeled sketches, objects, making a chart, list, or graph.

Students select the appropriate tools and resources to solve a problem.

Students use detailed and accurate mathematical vocabulary to  communicate mathematical understandings.

Students notice attributes and structures in mathematics such as: sorts shapes by the number of sides or recognizes that 4 x 7 = 28  and 28 ÷ 7 = 4.

Students notice repetitive actions in computation and look for patterns that support computation: 12 x 5 is the same as 10 x 5 and 2 x 5 to arrive at 60.