LAC 28:CXLII.903. Numeracy and Operational Fluency

A. Develop an understanding of fractions as numbers. 1. Understand and interpret a fraction with denominators 2, 3, 4, 6, and 8. a. Understand a unit fraction as the quantity formed by 1 part when a whole or a set is partitioned into b equal parts where b is a non-zero whole number. b. Understand a fraction as the quantity formed by a parts of size . c. Represent fractions greater than zero and less than or equal to one using concrete objects, number lines, or pictorial models. d. Read and write fractions in standard form and written unit form. e. Solve real-world mathematical tasks involving partitioning an object or set of objects, identifying a fraction as parts of a whole. 2. Understand a fraction with denominators 2, 3, 4, 6, and 8 as a number on a number line diagram. a. Represent a fraction . on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size . and that the endpoint of the part, based at 0, locates the number . on the number line. b. Represent a fraction on a number line diagram by marking off a lengths from 0. Recognize that the resulting interval has size and that its endpoint locates the number on the number line. 3. Explain equivalence of fractions with denominators 2, 3, 4, 6, and 8 as fractions that have different numerators and denominators but are equal to the same value, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent if they are the same size or the same point on a number line. b. Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. B. Multiply and divide within 100. 1. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, know all products of two one-digit numbers from memory. C. Use place value understanding and properties of operations to perform multi-digit arithmetic. 1. Use place value understanding. a. Round whole numbers to the nearest 10 or 100. b. Use compatibles numbers to estimate solutions to real-world mathematical tasks. 2. Fluently add and subtract up to 1000 using strategies and algorithms based on place value understanding, properties of operations, and/or the part-whole relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range of 10 – 90 using strategies based on place value understanding and properties of operations.