4.4.8Ma


 * February 25 – March 1 **


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


 * Essential Questions: **
 * ** How can I use models to show equivalent fractions? **
 * ** How can I solve word problems involving addition and subtraction of fractions with like denominators? **


 * 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.3d Understand a fraction a/b with a>1 as a sum of fractions 1/b. 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. **


 * 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 find multiples of a number.
 * I can identify common factors of two whole numbers.
 * I can model a fraction as part of a whole that is divided into equal parts.
 * I can model a fraction as part of a group or set that is divided into equal parts.
 * I can model fractions as part of a whole.
 * I can model fractions as part of a group or set.
 * I can write a fraction equivalent to a given fraction.
 * I can write a fraction equivalent to a given fraction.

Students will use drawings or manipulatives to model a given fraction of a set of objects (such as ¼ of 12 apples) and explain how/why the number of objects (3) represents the fraction (1/4) of the whole set.
 * Assessment **
 * Product


 * Key Questions (match Standard)
 * Can the student interpret the meaning of a fraction in the context of groups of people?
 * Can the student solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem?
 * Can the student recognize and generate equivalent fractions?


 * Observable Student Behaviors (Performance)
 * The students can interpret the meaning of a fraction in the context of groups of people.
 * The students can interpret the meaning of a fraction in the context of area.
 * The students can correctly use fractional notation.
 * The students can use representations to help them solve and explain their work on fraction problems.


 * ** Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 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. ||

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

These lessons focus on finding fractional parts of a rectangular area; interpreting the meaning of the numerator and denominator of a f raction; finding fractional parts of a group (of objects, people, etc.); 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); and, identifying equivalent fractions; and, comparing the same fractional parts of different-sized wholes.0
 * Suggested Activities **
 * Math Investigations ** : Unit 6-__Fraction Cards and Decimal Squares (__Sessions 1.3 and 1.4)


 * On-Core: ** Lessons 61 and 62 (pp. 121-124)

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

__ Hands-On Standards __ (grades 3-4) pg. 48, 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 **
 * __ Professional Texts __**
 * __ Teaching Student-Centered Mathematics, Grades 3-5 __ (Van de Walle and Lovin): Equivalent Fraction Concepts (pp. 151-157)-Activity 5.14 “Different Fillers”, Activity 5.16 “Group the Counters, Find the Names”, Activity 5.19 “Slicing Squares”
 * __ 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

**Literary Texts**
 * __ Jump, Kangaroo, Jump __ (Stuart Murphy)

**Informational Texts**
 * List

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


 * Manipulatives **
 * Library of Virtual Manipulatives @http://nlvm.usu.edu/
 * Fraction Circles
 * Fraction Tiles
 * Two Color Counters

Games
 * List

**Videos**
 * List

**Sight Words**
 * List

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


 * @http://exchange.smarttech.com/details.html?id=e53e7dc2-ac9e-43a5-8dce-83f0653da32e
 * @http://exchange.smarttech.com/details.html?id=d3a927cc-4b1d-401b-ac94-be42495bfbab


 * Other Activities, etc **

Math Illuminations. @http://illuminations.nctm.org/LessonDetail.aspx?id=L861 Developing a sense of hundredths through the use of models
 * 4.NF.1, 4.NF.2, 4.NF.3, 4.MD.4: A Meter of Candy **

@http://illuminations.nctm.org/LessonDetail.aspx?id=U152 Developing the Length Model
 * 4.NF.1, 4.NF.2: Fun With Fractions **

@http://illuminations.nctm.org/LessonDetail.aspx?id=U113 Developing the Region Model
 * 4.NF.1, 4.NF.2, 4.NF.3b: Fun With Pattern Block Fractions **

@http://illuminations.nctm.org/LessonDetail.aspx?id=U86 Discussing, Describing, Reading, and Writing Numbers to Help Develop Number Sense
 * 4.NBT.2, 4.NBT.1, 4.NF.1, 4.NF.2, 4.NF.5, 4.NF.6, 4.NF.7: Numbers and Language **

@http://illuminations.nctm.org/LessonDetail.aspx?id=L862 Estimating area and learning about oil spills
 * 4.MD.1, 4.NF.1, 4.NF.2: Oil, Oil Everywhere **


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