N6.7
Extend understanding of fractions to improper fractions and mixed numbers.

[CN, ME, R, V]

Indicators for this outcome
(a)

Observe and describe situations relevant to self, family, or community in which quantities greater than a whole, but which are not whole numbers, occur and describe those situations using either an improper fraction or a mixed number.

(b)

Demonstrate, concretely, pictorially, or physically, how an improper fraction and a mixed number can be used to represent the same quantity.

(c)

Explain, with the use of concrete or visual representations, how to express an improper fraction as a mixed number (and vice versa) and write the resulting equality in symbolic form.

(d)

Explain the meaning of a given improper fraction or mixed number by setting it into a situation.

(e)

Place a set of fractions, including whole numbers, mixed numbers, and improper fractions, on a number line and explain strategies used to determine position.

(f)

Respond to the question "Can quantities less than 1 be represented by a mixed number or improper fraction?".

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