4.5.2Ma


 * Grade: 4 Unit: 5 Week: 2 Content: Math – Fractions Dates: March 11-14 **


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

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 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.
 * Essential Questions: **
 * When can I add or subtract parts of a whole?
 * How can I write a fraction as a sum of fractions with the same denominators?
 * How can I rename mixed numbers as fractions greater than 1 and rename fractions greater than 1 as mixed numbers?
 * How can I add fractions with like denominators using models?
 * How can I subtract fractions with like denominators using models?
 * 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.3a ** Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
 * ** 4.NF.3d ** Understand a fraction a/b with a > 1 as a sum of fractions 1/b.


 * Objectives **
 * I understand that to add or subtract fractions, they must refer to parts of the same-size wholes.
 * I can use a fraction to name a part of a whole that has been divided into equal parts.
 * I understand addition as joining together.
 * I understand subtraction as taking away.
 * I can write an addition equation to represent a joining of quantities.
 * I can write a subtraction equation to represent a separating of quantities.
 * I can decompose a fraction by writing it as a sum or difference.
 * I can use models to represent and find sums and differences involving fractions.
 * 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 and find sums and differences involving fractions.
 * 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 or related denominators (such as halves, fourths, and eighths).


 * Assessment **
 * Product
 * Given a situation such as a carton of milk, students will be able to determine how much would be left if [student] started with 7/8 of a carton and drank 3/8 of the carton, representing the action of the problem with a drawing, an equation, and or another type of representation.
 * Key Questions (match Standard)
 * Can students understand addition and subtraction of fractions as joining and separating parts referring to the same whole?
 * Can students 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 students 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?
 * Can students recognize that fraction comparisons are valid only when the two fractions refer to the same whole?
 * Can students record the results of fraction comparisons with symbols <, =, or > and justify the conclusions, e.g., by using a visual fraction model?


 * Observable Student Behaviors (Performance)
 * 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 and subtraction of fractions.
 * Students use their knowledge of equivalent fractions and fraction combinations to solve problems.
 * Students can add and subtract fractions with like denominators mentally and explain how they know the sum.
 * Students can solve problems with sums greater than 1 (mixed numbers).
 * 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.


 * ** 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. ||

Unit fraction Fractions Sum Addition Subtraction Parts Whole Denominator Equation Decomposition Fraction models Word problem ||
 * Vocabulary **
 * ** Math ** ||
 * Mixed number

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; adding and subtracting fractions with the same and related denominators (e.g., halves, fourth, and eights; thirds and sixths); and estimating sums and differences of fractions.
 * Suggested Activities **
 * Math Investigations ** : Unit 6-__Fraction Cards and Decimal Squares (__Sessions 1.7 and 1.8A)


 * On-Core: ** Lesson 55 (pp. 109-110), Lesson 61(pp. 121-122), Lesson 62 (pp 123-124), and Lesson 63 (pp. 125-126).

__ Hands-On Standards __ (grades 3-4) pg. 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 6, Addition and Subtraction, pp. 160-167.
 * __ Extending Children’s Mathematics: Fractions and Decimals __ (Empson and Levi).
 * __ Hands-On Standards __
 * __ Math Investigations __ (Unit 6) Fraction Cards and Decimal Squares
 * __ On Core Mathematics __

Literary Texts

 * ** List **

Informational Texts

 * ** List **

Art, Music, and Media

 * ** List **


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

@http://exchange.smarttech.com/details.html?id=f238e19b-779c-40b2-a38c-98d7efa0569c
 * Games **
 * (Smart Response)
 * @http://exchange.smarttech.com/details.html?id=d6161fae-031f-4948-be17-3879610dc9e7

@http://exchange.smarttech.com/details.html?id=f13a9bbc-4466-4501-b744-c72946da6ec3

@http://exchange.smarttech.com/details.html?id=4d0ec2b0-63c5-4217-9fda-7980b2458bdb

@http://exchange.smarttech.com/details.html?id=b12eb08b-6f0d-45a9-8b48-65a2cb97abb3

@http://exchange.smarttech.com/details.html?id=1a63e259-d15c-4f05-b151-ee3b55c3e3c4

@http://exchange.smarttech.com/details.html?id=bc77e4cb-aa66-4ea1-a782-72dfd1cd34bd

@http://exchange.smarttech.com/details.html?id=f7240d40-e8f7-4b26-b906-2d29f79afbcb

[]

@http://exchange.smarttech.com/details.html?id=83258565-fb7d-433a-8ca1-60a9ad09c0ad

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, twelfths; fifths, 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 **

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 **


 * @http://exchange.smarttech.com/details.html?id=e53e7dc2-ac9e-43a5-8dce-83f0653da32e
 * @http://exchange.smarttech.com/details.html?id=d3a927cc-4b1d-401b-ac94-be42495bfbab
 * @http://exchange.smarttech.com/details.html?id=cbcd0819-1276-43bf-a33e-a2ee354778db


 * Other Activities, etc. **
 * Math Illuminations
 * ** 4.NF.1, 4.NF.2, 4.NF.3, 4.MD.4: A Meter of Candy **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=L861
 * Developing a sense of hundredths through the use of models
 * ** 4.NF.1, 4.NF.2: Fun With Fractions **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=U152
 * Developing the Length Model
 * ** 4.NF.1, 4.NF.2, 4.NF.3b: Fun With Pattern Block Fractions **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=U113
 * 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 **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=U86
 * Discussing, Describing, Reading, and Writing Numbers to Help Develop Number Sense
 * ** 4.MD.1, 4.NF.1, 4.NF.2: Oil, Oil Everywhere **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=L862
 * Estimating area and learning about oil spills
 * ** 4.NF.2, 4.NF.3b, 4.MD.4: Eggsactly with Fractions **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=U112
 * Developing the Set Model
 * Estimating area and learning about oil spills
 * ** 4.NF.2, 4.NF.3b, 4.MD.4: Eggsactly with Fractions **
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=U112
 * Developing the Set Model
 * @http://illuminations.nctm.org/LessonDetail.aspx?id=U112
 * 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"]]