Unit 4: Fractions

Unit-4-4th-grade-parent-letter.pdf

Basic Fraction concepts

MGSE4.OA.4 Find all factors pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

I can find all factor pairs for a whole number in the range 1-100.
I can recognize what a whole number is a multiple of each of its factors.
I can determine whether a given whole numbers in the range 1-100 is multiple of a given one-digit number.
I can determine whether a given whole number in the range 1-100 is prime or composite

This is an ongoing skill

Students should understand how to find factors and factor pairs of a number and determine whether a number is prime of composite.

By understanding whether a number is prime students will understand if a fraction is in simplest form and how to make a fraction in simplest form.

Fraction Equivalents

MGSE4.NF.1. Explain why two or more fractions are equivalent a/b = n x a/ n x b ex: ¼ = 3 x 1 / 3 x 4 = 3/12 by using visual fraction models. Focus attention on how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

I can explain why two or more fractions are equivalent by using visual models.
- Drawing equal sized shapes to prove that fractions are equivalent. See examples below in green shaded rectangles and orange shaded circles.
I can use the principle of a/b= n x a/ n x b to recognize equivalent fractions.
- Friendlier terms this means if a = 2 and b = 4 and n = 2 then 2/4 = 2x 1/ 2x2 this is the best way to explain that a fraction is multiplied by the fraction form of 1 (2/2 or 3/3) to make an equivalent fraction.
I can use the principle of a/b= n x a/ n x b to generate equivalent fractions.

Simplifying Fraction is putting a fraction in its simplest form. It is also considered an equivalent fraction but there is only one operation to simplifying which is division.

Comparing Fractions

MGSE4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by using visual fraction models, 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.

I can compare two fractions with different numerators and different denominators.
- The smaller the denominator the larger the size of the pieces.
- The larger the denominator the smaller the size of each piece.
I can record the results of comparisons with symbols.
- <,=,>
I can justify the conclusions I make about comparing fractions.
- Writing an explanation about why a fraction is greater than or less than another fraction using the vocabulary.

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