2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.||Common Core Mathematics||Grade 2||Geometry||Reason With Shapes And Their Attributes|||2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.||Common Core Mathematics||Grade 2||Geometry||Reason With Shapes And Their Attributes|||3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.||Common Core Mathematics||Grade 3||Geometry||Reason With Shapes And Their Attributes|||3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers|||3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers|||Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. ||Next Generation Science Standards||Grade 4||Life Science||From Molecules to Organisms: Structures and Processes |||4.NF.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.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Extend Understanding Of Fraction Equivalence And Ordering|||4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Extend Understanding Of Fraction Equivalence And Ordering|||4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers