4.5.3Ma


 * Grade: 4 Unit: 5 Week: 3 Content: Math – Fractions Dates: March 25-28 **


 * 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 compare two fractions with different numerators and denominators?
 * How can I record the comparison of two fractions with symbols?


 * 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.


 * Objectives **
 * I can explain why fractions are equivalent using visual fraction models.
 * I can generate equivalent fractions.
 * I can compare two fractions with different numerators and denominators by creating common denominators.
 * 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: <, >, =.


 * Assessment **
 * Product
 * Students will play the game “Capture Fractions”. They will respond to the following questions in writing: (1) How did I decide which fraction is greater? (2) How did I use the numerators and/or denominators to make my decision? (3) How did I decide if two fractions were equivalent?


 * Key Questions (match Standard)
 * Can the student explain why fractions are equivalent using visual fraction models?
 * Can the student generate equivalent fractions?
 * Can the student compare two fractions with different numerators and denominators by creating common denominators?
 * Can the student compare two fractions with different numerators and denominators by comparing the fractions to a benchmark such as ½?
 * Can the student understand that in comparing two fractions, they must refer to the same whole?
 * Can the student record fraction comparisons using symbols: <, >, =?


 * Observable Student Behaviors (Performance)
 * The student will be able to show understanding of a fraction or mixed number.
 * The student will be able to recognize that fractions in which the numerator and denominator are the same equal 1.
 * The student will be able to represent a fraction greater than 1.
 * The student will be able to recognize 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. ||


 * Vocabulary **

Unit fraction Fractions Sum Addition Subtraction Parts Whole Denominator Equation Fraction models Word problem

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 2.1 – 2.3)


 * On-Core: ** Lesson 52 (pp. 103-104) and Lesson 51(pp. 101-102.

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


 * 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 __**


 * 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)

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 * Videos **
 * ** List **


 * Sight Words **
 * ** List **

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

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 **


 * []
 * []
 * []


 * 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

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