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Where, in your opinion, would it be fair to assess being able to find the surface area of a cylinder?
Would you say that students should be able to convert fractions to decimals by the end of Gr.4 or the end of Gr. 5?
In the fractions progressions document, it says “The whole can be a ……or any finite entity susceptible to subdivision and measurement.” Can you elaborate on specific examples of what that means (other than the shapes and the number line mentioned earlier)?
In 3.NF.2 the number lines go on to include not just 0 to 1, but also larger numbers that introduce students to fractions greater than one. If we are assessing 3.NF.1, should the “whole” referred to be a number line only from 0 to 1?
Can students in Gr. 5 be expected to generate/continue patterns given the first few items in a pattern (in lieu of being given a rule in words)? Also, could two sets of data be given in a table format and students be expected to use the established patterns and the relationship between the two sets of data to find a missing value in one pattern that corresponds to a given value in another pattern?
Whole numbers can be written as fractions but I don’t think we can go as far as to say “whole numbers are fractions.” While a standard that refers to fractions can certainly include whole numbers, wouldn’t that statement also open up all standards that refer to performing calculations and solving problems with “whole numbers” to include using fractions?
In grade 4, wherever we see “fractions” does that also include mixed numbers?
Can you also respond to the Gr. 3 question above regarding using other types of problems besides “how many more/less” and whether those problems can also be from scaled picture graphs?
