- MA.5.FR.1.1: Given a mathematical or real-world problem, represent the division of two whole numbers as a fraction.Clarifications:Clarification 1: Instruction includes making a connection between fractions and division by understanding that fractions can also represent division of a numerator by a denominator.
Clarification 2: Within this benchmark, the expectation is not to simplify or use lowest terms.
Clarification 3: Fractions can include fractions greater than one.
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Explore the connection between fractions and division in a real-world problem.
Access Point #: MA.5.FR.1.AP.1
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
MA.5.FR.1.AP.1
Category:
Access Points
Date Adopted or Revised:
03/23
Access Point Courses
- Grade Five Mathematics (#5012070): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- Access Mathematics Grade 5 (#7712060): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- Grade 4 Accelerated Mathematics (#5012065): In grade 4 accelerated, instructional time will emphasize six areas: (1) developing the relationship between fractions and decimals; (2) multiplying and dividing multi-digit whole numbers, including using a standard algorithm; (3) adding and subtracting fractions and decimals with procedural fluency, developing an understanding of multiplication and division of fractions and decimals; (4) developing an understanding of the coordinate plane and plotting pairs of numbers in the first quadrant; (5) extending geometric reasoning to include volume and (6) developing an understanding for interpreting data to include mean, mode, median and range.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- Foundational Skills in Mathematics 3-5 (#5012015):
This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs.
Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.