Mathematics 5
N5.5
Demonstrate an understanding of fractions by using concrete and pictorial representations to:
- create sets of equivalent fractions
- compare fractions with like and unlike denominators.
[C, CN, PS, R, V]
Indicators for this outcome
| (a) |
Create concrete, pictorial, or physical models of equivalent fractions and explain why the fractions are equivalent. |
| (b) |
Model and explain how equivalent fractions represent the same quantity |
| (c) |
Verify whether or not two given fractions are equivalent using concrete materials, pictorial representations, or symbolic manipulation. |
| (d) |
Generalize and verify a symbolic strategy for developing a set of equivalent fractions. |
| (e) |
Determine equivalent fractions for a fraction found in a situation relevant to self, family, or community. |
| (f) |
Explain how to use equivalent fractions to compare two given fractions with unlike denominators. |
| (g) |
Position a set of fractions, with like and unlike denominators, on a number line and explain strategies used to determine the order. |
| (h) |
Justify the statement, "If two fractions have a numerator of 1, the larger of the two fractions is the one with the smaller denominator". |
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