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[quote=Anonymous][quote=Anonymous]]
For example, a 4th grade math question this year:   &quot;1/3 plus 1/3 equals what?   Explain why?&quot;    &quot;Explain why&quot; in this situation is such an esoteric question (especially for 4th graders), that it is illogical for it to be part of the math curriculum.  At this age, many kids don't have the command of language to explain in detail &quot;why&quot; this is the case.  In fact, when asked, the teacher couldn't explain &quot;why&quot; and told us that under 2.0 there isn't really a right answer to this &quot;why&quot; question(!!).  That is more of a mind-game for these kids than an educational exercise.  [/quote]

Please show me the 4th grade Common Core math objective that states that students must be able to &quot;explain why&quot; 2 fractions added together equals another number.

Here's the link to the 4th grade math standards regarding fractions:

http://www.corestandards.org/Math/Content/4/NF

The only possibilities I am seeing are ones which say students should be able to justify why 3/8 = 1/8 + 1/8 + 1/8 -- by using visual fraction model.   That just means they make a circle, divide it into 8 parts, and color 3 of the 8 pieces.  They don't need to use words.  If the teacher is requiring your child to use words to explain why 1+ 1 + 1 = 3, just show her these standards.  They aren't required to use words.

[quote][b]
Extend understanding of fraction equivalence and ordering.[/b]

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.4.NF.A.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 &gt;, =, or &lt;, and justify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions.

CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a &gt; 1 as a sum of fractions 1/b.

CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

CCSS.MATH.CONTENT.4.NF.B.4.C
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand decimal notation for fractions, and compare decimal fractions.

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols &gt;, =, or &lt;, and justify the conclusions, e.g., by using a visual model.

[/quote]

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