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Learning Standard

### 4.NF.A.1

Explain why a fraction a/b is equivalent to a fraction (n ï¿½ a)/(n ï¿½ b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Target IEP Goal

By (date), when given exercises with equivalent fractions, the student will find equivalent fractions with missing numerator/denominator, improving number and operationsï¿½fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

Teach Tastic IEP goals written to be SMART: Specific, Measurable, Attainable, Results-Oriented, and Time-Bound.

IEP Goal Objectives

1

Identify Equivalent Fractions

By (date), when given exercises with equivalent fractions, the student will identify equivalent fractions, improving number and operationsï¿½fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

2

Plot Equivalent Fractions on Number Lines

By (date), when given exercises with equivalent fractions, the student will plot equivalent fractions on number lines, improving number and operationsï¿½fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

3

Plot Fractions on Number Lines

By (date), when given exercises with fractions on number lines, the student will plot fractions on number lines, improving number and operationsï¿½fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

4

Graph Fractions Less Than 1 on Number Lines

By (date), when given exercises with fractions on number lines, the student will graph fractions less than 1 on number lines, improving number and operationsï¿½fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

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