4.6.1Ma


 * Grade: 4 Unit: 6 Week: 1** **Content:Math – Fraction (Wk 7)**
 * Dates: April 8-12**


 * 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 different denominators?
 * How can I add and subtract mixed numbers with like denominators ?
 * How can I add fractions with like denominators using the properties of addition?
 * How can I solve problems involving addition and subtraction of fractions by using information presented in line plots ?


 * Standards **
 * ** 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.3c ** 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 relationship between addition and subtraction.
 * ** 4.MD.4 ** Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. //For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.//
 * ** 4.MD.4 ** Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. //For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.//

Objectives
 * I can compare two fractions with different numerators and different denominators?
 * I can recognize that the fractions I compare must refer to the same whole.
 * I can record fraction comparisons with >, <, and =.
 * I can add and subtract mixed numbers with like denominators.
 * I can add fractions with like denominators using the properties of addition.
 * I can solve problems involving addition and subtraction of fractions by using information presented in line plots ?
 * I can write a fraction greater than 1 as a mixed number.
 * I can model a mixed number.
 * I can use properties of addition to add fractions.
 * I can represent fractions on a number line.
 * I can solve word problems involving addition and subtraction with fractions.
 * I can model addition and subtraction of fractions and mixed numbers with like denominators.


 * Assessment **
 * Product
 * Math Investigations M23: Students are given 3 pairs of fractions and must circle the one in each pair that is the largest along with an explanation about how he made the decision. (1) 3/8 and ½; (2) 2/3 and 5/6; (3) ¾ and 4/3.


 * Key Questions (match Standard)
 * o Can the student compare two fractions with different numerators and different denominators?
 * o Can the student add and subtract mixed numbers with like denominators ?
 * o Can the student add fractions with like denominators using the properties of addition?
 * o Can the student solve problems involving addition and subtraction of fractions by using information presented in line plots ?


 * Observable Student Behaviors (Performance)
 * o The student can justify his placement of a fraction on a number line.
 * o The student can use his knowledge of the relationships between the numbers in both numerators and denominators to make generalizations about comparing fractions.
 * o The student can recognize equivalent fractions.
 * o The student can compare two fractions to landmarks such as ½ and 1 to decide which is larger.
 * o The student can use visual representations such as a number line to solve problems involving addition and subtraction of fractions.
 * o The student can recognize and use a line plot as a number line.
 * o The student can combine whole numbers with fractions.
 * o The student can reason about fractions and operations.


 * **Mathematical Practices **
 * Make sense of problems and persevere insolving 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. ||

Denominators Equivalent fractions Properties of Operation Relationship Addition Subtraction Word problem Fractions Fraction models Equations Comparison Order Landmark ||
 * Vocabulary **
 * ** Math ** ||
 * Mixed numbers

These lessons focus on representing fractions greater than 1; ordering fractions and justifying their order through reasoning about fraction equivalencies and relationships; comparing fractions to landmarks 0, ½, 1, and 2; representing fractions using a number line; making a line plot to display a set of measurements involving fractions; adding and subtracting mixed numbers with like denominators using representations and reasoning about fractions and the operations.
 * Suggested Activities **
 * Math Investigations ** : Unit 6-__Fraction Cards and Decimal Squares (__Sessions 2.6 – 2.7A)


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

__ Hands-On Standards (grades 3-4) __ pgs. 50-52


 * 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 || || Lesson Plan in Word Document (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * __ Professional Texts __**
 * **__ Teaching Student-Centered Mathematics, Grades 3-5 __**** (Van de Walle and Lovin): ** Chapter 5, pp. 144-157;Chapter 6, pp. 161-167; line plots p.333.
 * **__ Extending Children’s Mathematics: Fractions and Decimals __**** (Empson and Levi), ** especially chapter 6 for comparisons and chapter 8 for operations.
 * **__ On Core Mathematics __**
 * **__ Hands-On Standards __**


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


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


 * Games **


 * Videos **


 * Sight Words **

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

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 **

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 * Other Activities, etc. **
 * Math Illuminations


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