# data[].attributes.headline
Tape diagrams, breaking up shapes, number lines, partitioning shapes, rays and grids.

# data[].attributes.subject
Tape diagrams, breaking up shapes, number lines, partitioning shapes, rays and grids.

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Tape diagrams - alow students to explain their thinking through a drawing

# data[].attributes.subject
Tape diagrams - alow students to explain their thinking through a drawing

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 When students are younger the begin with whole numbers and breaking it into smaller groups and as they advance in school they have fractional parts that they represent on a number line and begin to compare and relate fractions to decimals.

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 When students are younger the begin with whole numbers and breaking it into smaller groups and as they advance in school they have fractional parts that they represent on a number line and begin to compare and relate fractions to decimals.

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Students progress from identifying unit and benchmark fractions to solving fraction problems using addition, subtration, multiplication and division. 

# data[].attributes.subject
Students progress from identifying unit and benchmark fractions to solving fraction problems using addition, subtration, multiplication and division. 

# data[].attributes.headline
 Younger students begin to divide using whole numbers and breaking them into groups and move into relate division to fractions.

# data[].attributes.subject
 Younger students begin to divide using whole numbers and breaking them into groups and move into relate division to fractions.

# data[].attributes.headline
Students begin by relating multiplication to division and then progress through solving division problems with whole numbers, decimals and fractions.

# data[].attributes.subject
Students begin by relating multiplication to division and then progress through solving division problems with whole numbers, decimals and fractions.

# data[].attributes.body
Fraction bars, number lines, multiplication, division, area models, arrays, addition, subtraction. Orders of Operation. Students develop understanding when provided opportunities' to work through the math. Vygotsky " I do , We do , You Do"

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Starting from the beginning. Students must first learn the concept before being able to solve. As a 6th grade teacher we must check for understanding that the student has developed understanding for prior concepts going all the way back to grade 2-5

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Students relate to division by understanding the order of operations of multiplication. Breaking down the number and groups to find accurate answers and understanding of the concept being implemented.

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ratio tables, number lines, fraction bars, area model. These provide a visual for students to help make sense of the answer.

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Number Lines/Open Number Lines
-visualizing and organizing addition, subtraction, multiplication, division of whole numbers, integers, fractions, decimals
Tape Diagrams
-show and explain thinking

# data[].attributes.body
Tape diagrams and fraction bars create visual representations of abstract concepts

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Students begin with benchmark fractions, transition to others, them move on to more complex mixed numbers and operations. They first visualize, then compare, then do operations involving fractions

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fractions progress gradually from developing, to comparing, to solving problems with operations

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division begins with visual representations of by separating (dividing) into groups while in comparison to multiplication

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tape diagrams
number lines
breaking up shapes
arrays

whole number divided into equal groups

# data[].attributes.body
Arrays, partitioning and shading shapes, tape diagrams, number lines, unit and benchmark fractions, comparing fractions using number lines using number lines, tape diagrams, and partitioning shapes.

# data[].attributes.headline
Tape diagrams, fraction bars, number lines, arrays

# data[].attributes.subject
Tape diagrams, fraction bars, number lines, arrays