4.6.2Ma


 * Grade: 4 Unit: 6 Week: 2 Content:Math – Fractions (Wk8)Dates: April 15-19 **


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


 * Essential Questions: **
 * How can I make and interpret line plots with fractional data?
 * How can I add fractions with like denominators using models?
 * How can I subtract fractions with like denominators using models?
 * How can I use the strategy //act it out// to solve multistep problems with fractions?


 * Standards **
 * ** 4.MD.4 ** Make a line plot to display a data set of measurements of 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 the shortest specimens in an insect collection.


 * Objectives **
 * I can make and interpret line plots with fractional data.
 * I can add and subtract fractions with like and unlike denominators.
 * 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.
 * I can represent a fraction as part of a whole that has been divided into equal parts.
 * I can decompose a fraction as a sum of unit fractions with the same denominator.
 * I can use models to represent sums/differences involving fractions.
 * I can write fractions in simplest form.
 * I can pair and order fractions with like or unlike denominators.


 * Assessment **
 * Product
 * o Students will take a height measurement of themselves to the nearest inch. They will take their measurement and record it as a mixed number. For example, 4’6 = 4 6/12. The students will plot their height according to their measurement on a line plot.
 * Key Questions (match Standard)


 * Can the student make and interpret line plots with fractional data?
 * Can the student add fractions with like denominators using models?
 * Can the student subtract fractions with like denominators using models?
 * Can the students represent fractions on a number line?
 * Can the student solve word problems involving addition and subtraction with fractions?
 * Can the student model addition and subtraction of fractions and mixed numbers with like denominators?
 * Can the student represent a fraction as part of a whole that has been divided into equal parts?
 * Can the student decompose a fraction as a sum of unit fractions with the same denominator?
 * Can the student use models to represent sums/differences involving fractions?
 * Can the student write fractions in simplest form?
 * Can the student pair and order fractions with like or unlike denominators?

3. Observable Student Behaviors (Performance)


 * o The student will make and interpret line plots with fractional data.
 * o The student will add fractions with like denominators using models.
 * o The student will subtract fractions with like denominators using models.
 * o The student will represent fractions on a number line.
 * o The student will solve word problems involving addition and subtraction with fractions.
 * o The student will model addition and subtraction of fractions and mixed numbers with like denominators.
 * o The student will represent a fraction as part of a whole that has been divided into equal parts.
 * o The student will decompose a fraction as a sum of unit fractions with the same denominator.
 * o The student will use models to represent sums/differences involving fractions.
 * o The student will write fractions in simplest form.
 * o The student will pair and order fractions with like or unlike denominators.


 * ** 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. ||

Data Measurement Fractions Unit Problems Addition Subtraction Information Word problems Denominator Fraction model Equation ||
 * Vocabulary **
 * ** Math ** ||
 * Line plot


 * Suggested Activities **
 * __ On Core Mathematics __ pgs. 64, 65, 66, 67, 96
 * __ Math Investigations __ (Unit 9) Penny Jars and Plant Growth pgs. Session 3.1
 * Homework **
 * 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 Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional texts **
 * __ On Core Mathematics __
 * __ Math Investigations __ Unit 9, Penny Jars and Plant Growth


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


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


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons ****, Promethean Lessons **
 * []

[] Developing a sense of hundredths through the use of models
 * Other Activities, etc. **
 * ** 4.NF.1, 4.NF.2, 4.NF.3, 4.MD.4: A Meter of Candy **

[] Developing the Set Model
 * ** 4.NF.2, 4.NF.3b, 4.MD.4: Eggsactly with Fractions **


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