Louisiana Standards

• 5.NFNumber and Operations—Fractions

  • 5.NF.AUse equivalent fractions as a strategy to add and subtract fractions.

    1. 5.NF.A.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
       For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

    2. 5.NF.A.2Solve word problems involving addition and subtraction of fractions.

• 3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
  For example, describe a context in which a total number of objects can be expressed as 5 × 7.

• 3.OA.A.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
  For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

• 3.OA.B.6Understand division as an unknown-factor problem.
  For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

• 4.NF.A.1Explain 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. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

• 5.NF.B.3Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). 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.
  For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

• 5.MD.B.2Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
  For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

• 4.MD.B.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
  For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

• 4.NF.B.3.aUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.
  Example: 3/4 = 1/4 + 1/4 + 1/4.

• 3.NF.A.2.bRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

• 4.NF.B.3.bDecompose 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. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

• 4.NF.B.3.cAdd 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.

• 4.NF.B.4.bUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.
  For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)