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Standard 4.N.8 - Look at the picture and express it as a mixed number.

Included Skills:

Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to:
name and record fractions for the parts of a whole or a set
compare and order fractions
model and explain that for different wholes, two identical fractions may not represent the same quantity
provide examples of where fractions are used.

Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Represent a given fraction using concrete materials.
- Identify a fraction from its given concrete representation.
- Name and record the shaded and non-shaded parts of a given set.
- Name and record the shaded and non-shaded parts of a given whole.
- Represent a given fraction pictorially by shading parts of a given set.
- Represent a given fraction pictorially by shading parts of a given whole.
- Explain how denominators can be used to compare two given unit fractions with numerator 1.
- Order a given set of fractions that have the same numerator and explain the ordering.
- Order a given set of fractions that have the same denominator and explain the ordering.
- Identify which of the benchmarks: 0, or 1 is closer to a given fraction.
- Name fractions between two given benchmarks on a number line.
- Order a given set of fractions by placing them on a number line with given benchmarks.
- Provide examples of when two identical fractions may not represent the same quantity, e.g., half of a large apple is not equivalent to half of a small apple; half of ten oranges is not equivalent to half of sixteen oranges.
- Provide an example of a fraction that represents part of a set and, a fraction that represents part of a whole from everyday contexts.

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