Mathematics Standards
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Showing 71 - 80 of 130 Standards
Standard Identifier: 5.NF.5.b
Grade:
5
Domain:
Number and Operations—Fractions
Cluster:
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Standard Identifier: 5.NF.6
Grade:
5
Domain:
Number and Operations—Fractions
Cluster:
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Standard Identifier: 5.NF.7.a
Grade:
5
Domain:
Number and Operations—Fractions
Cluster:
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Footnote:
Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Footnote:
Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.
Standard Identifier: 5.NF.7.b
Grade:
5
Domain:
Number and Operations—Fractions
Cluster:
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
Standard Identifier: 5.NF.7.c
Grade:
5
Domain:
Number and Operations—Fractions
Cluster:
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Standard Identifier: F-BF.1.a
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic]
Standard:
Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic]
Standard:
Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *
Standard Identifier: F-BF.1.a
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Math I
Conceptual Category:
Functions
Cluster:
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)]
Standard:
Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)]
Standard:
Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *
Standard Identifier: F-BF.1.b
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Math I
Conceptual Category:
Functions
Cluster:
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)]
Standard:
Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)]
Standard:
Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *
Standard Identifier: F-BF.1.b
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic]
Standard:
Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic]
Standard:
Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *
Standard Identifier: F-BF.2
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic]
Standard:
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. *
Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic]
Standard:
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. *
Showing 71 - 80 of 130 Standards
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