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Learning Standard
4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n � a)/(n � 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 identify equivalent fractions with area models, improving number and operations--fractions 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
Relate Fractions to Models
By (date), when given exercises with understand fractions, the student will relate fractions to models, improving number and operations--fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
2
Relate Unit Fractions to Models
By (date), when given exercises with understand fractions, the student will relate unit fractions to models, improving number and operations--fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
3
Relate Fractions with Models (halves, thirds, and fourths)
By (date), when given exercises with understand fractions, the student will relate fractions with models (halves, thirds, and fourths), improving number and operations--fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
4
Split into halves, thirds, and Fourths
By (date), when given exercises with understand fractions, the student will split into halves, thirds, and fourths, improving geometry skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
