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Scholastic: Lesson: Serving Up Numerators and Denominators
whole. Play StudyJams! Fractions video. Split the class into groups of 3-4 students each. Pass out a handful of jelly beans to each table group. Students identify the fractions for each color. Record results in a chart. Show StudyJams! quiz questions...
Eggsactly Equivalent
as locations on number lines, and as divisions of whole numbers. Recognize and generate equivalent forms of commonly used fractions, decimals, and percents. Use models, benchmarks, and equivalent forms to judge the size of fractions. This less...
Illuminations Standards
Activities | Lessons | Standards | Web Links NCTM Resources | About | Terms of Use | Search | Join NCTM Standards The Principles and Standards for School Mathematics outlines the essential components...
Scholastic: Spending Smarts
they'll explore some of the steps to go through when deciding how to spend money. Students will find out the differences between paying with cash and paying with credit. First, explain that when people pay with cash, they pay up front for an item. If they pa...
Making and Investigating Fraction Strips
Tell students that when fraction strips are the same length, they represent equivalent fractions. Students may also notice that for each of these fractions, the numerator is 1/2 of the denominator. Record this relationship. Have students crea...
Maths Is Fun: Equivalent Fractions
on the Number Line ... it shows you many equivalent fractions We also have a Chart of Fractions with many examples of equivalent fractions. Dividing Here are some more equivalent fractions, this time by dividing: ÷ 3 ÷ 6...
The Pizza Party
party. Introduction Fractions are all around us. We use fractions when building, measuring, cooking, and for many other tasks. Knowing basic fractions, their values, and how to compare their values is a very important skill. You will learn this skill by prepar...
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
all charges to borrow money, including interest) and the annual percentage rate or APR (i.e., the percentage cost of credit on a yearly basis) must be displayed prominently on forms and statements used by creditors. The law provides criminal penalties for...
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all charges to borrow money, including interest) and the annual percentage rate or APR (i.e., the percentage cost of credit on a yearly basis) must be displayed prominently on forms and statements used by creditors. The law provides criminal penalties for willful violators, as well as civil remedies. It also protects you against unauthorized use of your credit card. If it is lost or stolen, the maximum amount you have to pay is $50. Fair Credit and Charge Card Disclosure Act (1989) A part of the
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
alternatives. 2. Information about goods and services comes from many sources. 3. Every spending decision has an opportunity cost. 4. People pay <span class="highlight">for</span> goods and services in different ways. 5. Credit is a basic financial tool. 6. Borrowing money to buy something usually costs more than paying <span class="highlight">cash</span> because there is a fee <span class="highlight">for</span> credit. 7. Responsible borrowers repay as promised, showing that they are worthy <span class="highlight">of</span> getting credit in <span class="highlight">the</span> future. Fourth Grade Application Examples Students could <span class="highlight">use</span> this knowledge to: 1
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition <span class="highlight">for</span> Personal Financial Literacy Page 5 <span class="highlight">of</span> 18 1/16/04 Eighth Grade Application Examples Students could <span class="highlight">use</span> this knowledge to: 1. Describe <span class="highlight">the</span> advantages and disadvantages <span class="highlight">of</span> spending now rather than saving <span class="highlight">for</span> a future goal. 2. Give examples <span class="highlight">of</span> how saving money can improve financial well-being. 3. Demonstrate skill in basic financial tasks such as paying bills <span class="highlight">on</span> time, balancing a checkbook, keeping financial records, and
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
GLOSSARY <span class="highlight">OF</span> TERMS Average Annual Return <span class="highlight">The</span> rate <span class="highlight">of</span> return <span class="highlight">on</span> investments averaged over a specific period <span class="highlight">of</span> time (e.g., <span class="highlight">the</span> last 20 years). It is determined by adding together <span class="highlight">the</span> rates <span class="highlight">of</span> return <span class="highlight">for</span> each year and dividing by <span class="highlight">the</span> number <span class="highlight">of</span> years in <span class="highlight">the</span> calculation. Asset An asset is anything that is owned by an individual. With respect to saving and investing, assets are generally categorized as liquid (<span class="highlight">cash</span>) assets and capital (investment) assets. Banks Corporations chartered by state or federal
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
all charges to borrow money, including interest) and <span class="highlight">the</span> annual percentage rate or APR (i.e., <span class="highlight">the</span> percentage cost <span class="highlight">of</span> credit <span class="highlight">on</span> a yearly basis) must be displayed prominently <span class="highlight">on</span> forms and statements used by creditors. <span class="highlight">The</span> law provides criminal penalties <span class="highlight">for</span> willful violators, as well as civil remedies. It also protects you against unauthorized <span class="highlight">use</span> <span class="highlight">of</span> your credit card. If it is lost or stolen, <span class="highlight">the</span> maximum amount you have to pay is $50. Fair Credit and Charge Card Disclosure Act (1989) A part <span class="highlight">of</span> <span class="highlight">the</span>
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=15
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition <span class="highlight">for</span> Personal Financial Literacy Page 15 <span class="highlight">of</span> 18 1/16/04 <span class="highlight">The</span> quality <span class="highlight">of</span> an asset that permits it to be converted quickly into <span class="highlight">cash</span> without loss <span class="highlight">of</span> value. Loss <span class="highlight">The</span> negative difference between total revenue from a business or investment minus total expense. Medicare A federal government program <span class="highlight">of</span> transfer payments <span class="highlight">for</span> certain health care expenses <span class="highlight">for</span> citizens 65 or older. <span class="highlight">The</span> Social Security Administration manages <span class="highlight">the</span> program
 GRADE 4
Students develop a sense of what numbers are, i.e., to use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to estimate to determine the reasonableness of results. Concept 1: Number Sense Understand and...
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Students develop a sense of what numbers are, i.e., to use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to estimate to determine the reasonableness of results. Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. In Grade 4, students build on their prior knowledge of whole numbers, fractions, and decimals, making connections with percents. They
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Students develop a sense <span class="highlight">of</span> what numbers are, i.e., to <span class="highlight">use</span> numbers and number relationships to acquire basic facts, to solve a wide variety <span class="highlight">of</span> real-world problems, and to estimate to determine <span class="highlight">the</span> reasonableness <span class="highlight">of</span> results. Concept 1: Number Sense Understand and apply numbers, ways <span class="highlight">of</span> representing numbers, and <span class="highlight">the</span> relationships among numbers and different number systems. In Grade 4, students build <span class="highlight">on</span> their prior knowledge <span class="highlight">of</span> whole numbers, <span class="highlight">fractions</span>, and decimals, making connections with percents. They
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=3
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Process Integration Explanations and Examples Students are expected to: PO 3. Express <span class="highlight">fractions</span> as fair sharing, parts <span class="highlight">of</span> a whole, parts <span class="highlight">of</span> a set, and locations <span class="highlight">on</span> a real number line. Connections: M04-S1C1-01, M04-S1C1- 05 M04-S5C2-05. Represent a problem situation using any combination <span class="highlight">of</span> words, numbers, pictures, physical objects, or symbols. Fair sharing - Pictures work better <span class="highlight">for</span> representing fair sharing problems since students often need to represent fractional parts. Examples
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=5
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
expected to: PO 1. Add and subtract decimals through hundredths including money to $1000.00 and <span class="highlight">fractions</span> with like denominators. Connections: M04-S1C1-01, M04-S1C2- 06, M04-S1C3-02, M04-S5C1-01, SS04- S5C1-01 M04-S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies <span class="highlight">for</span> solving <span class="highlight">the</span> problem. M04-S5C2-05. Represent a problem situation using any combination <span class="highlight">of</span> words, numbers, pictures, physical objects, or symbols. M04
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Operations Concept 3: Estimation <span class="highlight">Use</span> estimation strategies reasonably and fluently while integrating content from each <span class="highlight">of</span> <span class="highlight">the</span> other strands. In Grade 4, students apply benchmarks in estimation <span class="highlight">of</span> whole numbers, decimals, and <span class="highlight">fractions</span>. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. <span class="highlight">Use</span> benchmarks as meaningful points <span class="highlight">of</span> comparison <span class="highlight">for</span> whole numbers, decimals, and <span class="highlight">fractions</span>. Connections: M04-S1C1-01, M04-S1C1- 04, M04-S1C3-02, M04-S2C2-01
GRADE 3
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department of Education: Standards and Assessment Division 5 Approv...
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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department of Education: Standards and Assessment Division 5 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 6. Compare and order benchmark fractions. Connections: M03-S1C1-05, M03
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level he bulleted items within a performance objective indicate <span class="highlight">the</span> specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 1 Approved 6.24.08 T GRADE 3 Every student should understand and <span class="highlight">use</span> all concepts and skills from <span class="highlight">the</span> previous grade levels. <span class="highlight">The</span> standard is designed so that new learning builds <span class="highlight">on</span> preceding skills
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=5
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level <span class="highlight">The</span> bulleted items within a performance objective indicate <span class="highlight">the</span> specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 5 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 6. Compare and order benchmark <span class="highlight">fractions</span>. Connections: M03-S1C1-05, M03
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=13
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Select and <span class="highlight">use</span> one or more strategies to efficiently solve <span class="highlight">the</span> problem and justify <span class="highlight">the</span> selection. M03-S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies <span class="highlight">for</span> solving <span class="highlight">the</span> problem. Students estimate using all four operations with whole numbers. Students will also <span class="highlight">use</span> estimation to compare <span class="highlight">fractions</span> using benchmark <span class="highlight">fractions</span>. Estimation strategies <span class="highlight">for</span> comparing <span class="highlight">fractions</span> extend from students’ work with whole numbers
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