## Description

- Overview:
- This resource links to both the Fractions progression document published by the Common Core Writing Teams in June 2011 and the Module posted on the Illustrative Mathematics website.

- Remix of:
- CCSSM Fractions Progression
- Level:
- Middle School
- Grades:
- Grade 6, Grade 7, Grade 8
- Material Type:
- Assessment, Homework/Assignment, Teaching/Learning Strategy
- Author:
- ISBE Math Specialists
- Date Added:
- 08/08/2019

- License:
- Creative Commons Attribution Share Alike
- Language:
- English
- Media Format:
- Text/HTML

## Standards

Learning Domain: The Number System

Standard: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) Ö (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) Ö (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) Ö (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Fluently divide multi-digit numbers using the standard algorithm.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Understand ordering and absolute value of rational numbers.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3ĺˇC > -7ĺˇC to express the fact that -3ĺˇC is warmer than -7ĺˇC.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of multiplication and division to divide fractions by fractions

Standard: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

Degree of Alignment: Not Rated (0 users)

Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

Standard: Fluently divide multi-digit numbers using the standard algorithm.

Degree of Alignment: Not Rated (0 users)

Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

Standard: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Degree of Alignment: Not Rated (0 users)

Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

Standard: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Understand ordering and absolute value of rational numbers.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

Degree of Alignment: Not Rated (0 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Degree of Alignment: Not Rated (0 users)

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