4.5.1Ma


 * Grade: 4 Unit: 5 Week: 1 Content: Math – Fractions (Wk 3) Dates: March 4-8 **


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


 * Essential Questions: **
 * How can I use the strategy make a table to solve problems using equivalent fractions?
 * How can I use models to show equivalent fractions?
 * How can I represent addition and subtraction as joining and separating parts referring to the same whole?
 * How can I decompose a fraction into a sum of fractions with the same denominator in more than 1 way?
 * How can I record decomposition of fractions using an equation or a visual fraction model?


 * 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.3a ** Understand a fraction a/b with a>1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
 * ** 4.NF.3b ** Understand a fraction a/b with a>1 as a sum of fractions 1/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 model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 2/8 + 1/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8+ 1/8.


 * Objectives **
 * I can write fractions equivalent to a group of fractions.
 * I can use equivalent fractions to solve real world problems.
 * I can use equivalent fractions to represent a pair of fractions as fractions with a common denominator.
 * I can model a fraction as part of a whole that is divided into equal parts.
 * I can use multiplication to find equivalent fractions.
 * I can compare numbers using the symbols the <, >, and = to compare numbers.
 * I can model fractions as part of a whole.
 * I can write a fraction equivalent to a given fraction.


 * Assessment **
 * Product
 * Math Investigation M12: (1) Given a 5 x 12 Grid with a portion shaded, students must decide if the shaded area is 1/3 and justify their answer. (2) Students must explain how many apples Mr. Lee would lose if he lost 2/6 of the 24 apples in his basket. (3) Students will write a justification for whether or not 1/8 is larger than ¼ since 8 is larger than 4.
 * Key Questions (match Standard)
 * Can students recognize and generate equivalent fractions using visual fraction models?
 * Can students decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation, and justify the decompositions by using a visual model?
 * Can students understand addition and subtraction of fractions as joining and separating parts referring to the same whole?


 * Observable Student Behaviors (Performance)
 * Students can divide a rectangle into fractional parts, identify each of the fractions that they draw, and correctly label each of the parts.
 * Students can write an equation that represents the sum of all the fractional parts equaling 1.
 * Students understand the meaning of fractions in the context of the area of a rectangle and in the context of a group of things.
 * Students can use representations to show the addition of fractions.
 * Students use their knowledge of equivalent fractions and fraction combinations to solve problems.
 * Students can add fractions with like denominators mentally and explain how they know the sum.
 * Students can solve problems with sums greater than 1 (mixed numbers).


 * ** 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. ||


 * Vocabulary **

Fractions Equivalent fractions Numerator Denominator Factor Multiple Common factor Simplest form Common multiple Common denominator Benchmark fractions Whole number Results Symbol Conclusion Model

These lessons focus on finding fractional parts of a rectangular area; interpreting the meaning of the numerator and denominator of a fraction; writing, reading, and applying fraction notation; identifying relationships between unit fractions when one denominator is a multiple of the other (e.g., halves and fourths, thirds and sixths); identifying equivalent fractions; using representations to add fractions that sum to 1.
 * Suggested Activities **
 * Math Investigations ** : Unit 6-__Fraction Cards and Decimal Squares (__Sessions 1.5 and 1.6)


 * On-Core: ** Lesson 47 (pp. 93-94), Lesson 51(pp. 101-102), and Lesson 56 (pp 111-112).

__ Every Day Counts Calendar Math __ (Months October) pgs. 38

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

__ Read It, Draw It, and Solve It __ pg. 30


 * 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, especiallyEquivalent Fraction Concepts (pp.151-157)-Activity 5.14 “Different Fillers”, Activity 5.16 “Group the Counters, Find the Names”**,** Activity 5.19 “Slicing Squares” and others.
 * ** Extending Children’s Mathematics: Fractions and Decimals (Empson and Levi). **
 * **__ Every Day Counts Calendar Math __**
 * **__ Hands-On Standards __**
 * **__ On Core Mathematics __**
 * **__ Investigations __**** Unit 4 Size, Shape, and Symmetry **
 * **__ Read It, Draw It, Solve It __**


 * Literary Texts **
 * ** List **


 * Informational Texts **
 * List


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


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


 * Games **
 * ** List **


 * 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, twelnhs; finhs, 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 **


 * []
 * []


 * Other Activities, etc. **
 * Math Illuminations
 * ** 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
 * 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

Click here for Word document. Click cancel when asked for a username and password.


 * = ===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"]]