4.5.4Ma


 * Grade: ** ** 4 Unit: 5 Week: 4 Content: Math – Fractions (Wk 6) Dates: April 1-5 **


 * Theme Essential Question **** : How can I use fractions to solve real world problems? **


 * Essential Questions: **
 * How can I compare two fractions with different numerators and denominators?
 * How can I record the comparison of two fractions with symbols?
 * How can I represent addition and subtraction as joining and separating parts referring to the same whole?
 * How can I write a fraction as a sum of fractions with the same denominators?
 * How can I recognize and generate equivalent fractions?

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
 * Standards **
 * ** 4.NF.1 ** Explain why a fraction a/b is equivalent to a fraction (n x a)(n x 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.
 * ** 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 ½. 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.
 * ** 4.NF.3a ** Understand a fraction a/b with a > 1 as a sum of fractions 1/b.


 * Objectives **


 * I can write a fraction greater than 1 as a mixed number.
 * I can model a mixed number using fraction strips.
 * I can represent fractions on a number line.
 * I can represent a fraction as part of a whole that has been divided into equal parts.
 * I can use a fraction to name a part of a whole that has been divided into equal parts.
 * I can compare two fractions with different numerators and denominators by comparing the fractions to a benchmark such as ½.
 * I understand that in comparing two fractions, they must refer to the same whole.
 * I can record fraction comparisons using symbols: <, >, =.

(Sets of fraction cards can be found in Math Investigations and in __Teaching Student Centered Mathematics__)
 * Assessment **
 * Product
 * Given a set of 8 fraction cards, the student will record the fractions on a number line using landmark numbers 0, ½, 1, and 2. The student will write justification for the placement of 3 starred (*) cards explaining the relationship between each of the cards and the nearest landmark number(s).


 * Key Questions (match Standard)
 * Can the student compare two fractions with different numerators and denominators?
 * Can the student record the comparison of two fractions with symbols?
 * Can the student represent addition and subtraction as joining and separating parts referring to the same whole?
 * Can the student write a fraction as a sum of fractions with the same denominators?
 * Can the student recognize and generate equivalent fractions?


 * Observable Student Behaviors (Performance)
 * The student will be able to compare two fractions with different numerators and denominators?
 * The student will be able to record the comparison of two fractions with symbols?
 * The student will be able to represent addition and subtraction as joining and separating parts referring to the same whole?
 * The student will be able to write a fraction as a sum of fractions with the same denominators?
 * The student will be able to recognize and generate equivalent fractions?


 * ** Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 3. Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Use appropriate tools strategically.
 * Attend to precision.
 * Look for and make use of structure.
 * 8. Look for and express regularity in repeated reasoning. ||

Mixed numbers Denominators Equivalent fractions Properties of Operation Relationship Addition Subtraction Word problem Fractions Fraction models Equations
 * Vocabulary **

These lessons focus on finding fractional parts of a rectangular area; interpreting the meaning of the numerator and denominator of a fraction; representing fractions greater than 1; ordering fractions and justifying their order through reasoning about fraction equivalencies and relationships; identifying equivalent fractions; comparing fractions to landmarks 0, ½, 1, and 2; representing fractions using a number line.
 * Suggested Activities **
 * Math Investigations ** : Unit 6-__Fraction Cards and Decimal Squares (__Sessions 2.4 – 2.5)


 * On-Core: ** Lesson 53 (pp. 105-106) and Lesson 54 (pp. 107-108).

__ Hands-On Standards __ (grades 3-4) pg. 48, 50, 54, 55

__ Every Day Counts Calendar Math __ (month November) pg. 54


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   ||
 * || ** Multicultural Concepts **

Resources


 * Resources **
 * __ Professional Texts __**
 * ** Teaching Student-Centered Mathematics, Grades 3-5 (Van de Walle and Lovin): ** Chapter 5, pp. 144-157.
 * ** Extending Children’s Mathematics: Fractions and Decimals (Empson and Levi), ** especially chapter 6.
 * **__ Hands-On Standards __**
 * **__ On Core Mathematics __**
 * **__ Every Day Counts Calendar Math __**


 * Literary Texts **
 * ** List **


 * Informational Texts **
 * ** List **


 * Art, Music, and Media **
 * ** List **


 * Manipulatives **
 * Library of Virtual Manipulatives []
 * Fraction Circles
 * Fraction Tiles
 * Two Color Counters

[]
 * Games **
 * (Smart Response)

[]

[]

[]

[]

[]

[]

[]

[]

[]


 * Videos **
 * ** List **


 * Sight Words **
 * ** List **

Add and Subtract Fractions with Like Denominators Develop fluency with addition and subtraction of non-- ‐ negative rational numbers with like denominators.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson G3M014 **

Add and Subtract Fractions Develop fluency with addition and subtraction of non—negative rational numbers with unlike denominators.
 * AEGOM Lesson G4M014 **

Add and Subtract Fractions (with like and unlike denominators) Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers)
 * AEGOM Lesson G5M008 **

Equivalent Fractions Use models, points of reference and equivalent forms to judge the size of fractions. Round fractions to the nearest half.
 * AEGOM Lesson G5M007 **

Equivalent Fractions Use models and points of reference to find equivalent fractions.
 * AEGOM Lesson **** G4M012 **

Fractions and Mixed Numbers Use and explain models to relate whole numbers and fractions.
 * AEGOM Lesson **** G4M013 **

Compare and Order Fractions Compare and order fractions by finding equivalent fractions with a common denominator using pictures, number lines, and by writing fractions as decimals.
 * AEGOM Lesson **** G6M005 **


 * []
 * []
 * []

Click here for Word document. Click cancel when asked for a username and password.
 * Other Activities, etc. **
 * ** 4.NF.1, 4.NF.2, 4.NF.3, 4.MD.4: A Meter of Candy **
 * []
 * Developing a sense of hundredths through the use of models
 * ** 4.NF.1, 4.NF.2: Fun With Fractions **
 * []
 * Developing the Length Model
 * ** 4.NF.1, 4.NF.2, 4.NF.3b: Fun With Pattern Block Fractions **
 * []
 * Developing the Region Model
 * ** 4.NBT.2, 4.NBT.1, 4.NF.1, 4.NF.2, 4.NF.5, 4.NF.6, 4.NF.7: Numbers and Language **
 * []
 * Discussing, Describing, Reading, and Writing Numbers to Help Develop Number Sense
 * ** 4.MD.1, 4.NF.1, 4.NF.2: Oil, Oil Everywhere **
 * []
 * Estimating area and learning about oil spills
 * ** 4.NF.2, 4.NF.3b, 4.MD.4: Eggsactly with Fractions **
 * []
 * Developing the Set Model
 * ** 4.MD.1, 4.NF.1, 4.NF.2: Oil, Oil Everywhere **
 * []
 * Estimating area and learning about oil spills
 * ** 4.NF.2, 4.NF.3b, 4.MD.4: Eggsactly with Fractions **
 * []
 * Developing the Set Model
 * []
 * Developing the Set Model


 * = ===English===

Arts
||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||  ||   || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||  ||   || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 || Unit 5 || Unit 6 ||
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/4_1MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]