4th Grade Math Unit 6

Big Idea:

Represent and solve problems involving fractions

Student Expectations:

Priority TEKS

4.3(C) [Supporting] Determine if two given fractions are equivalent using a variety of methods.

4.3(D) [Readiness] compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Focus TEKS

4.2(A) [Supporting] interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left

4.3(A) [Supporting] represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b

4.3(B) [Supporting] decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations

4.3(E) [Readiness] represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.3(F) [Supporting] evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole

Ongoing TEKS

4.2(G) [Readiness] relate decimals to fractions that name tenths and hundredths

4.3(G) [Supporting] represent fractions and decimals to the tenths or hundredths as distances from zero on a number line

4.4(B) [Supporting] determine products of a number and 10 or 100 using properties of operations and place value understandings

4.4(D) [Supporting] use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

4.4(H) [Readiness] solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

4.5(A) [Readiness] represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

4.1(A) [Tools to Know] apply mathematics to problems arising in everyday life, society, and the workplace;

4.1(B) [Tools to Know] use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

4.1(C) [Tools to Know] select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

4.1(D) [Ways to Show] communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

4.1(E) [Ways to Show] create and use representations to organize, record, and communicate mathematical ideas;

4.1(F) [Ways to Show] analyze mathematical relationships to connect and communicate mathematical ideas; and

4.1(G) [Ways to Show] display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Student Learning Targets:

• I will represent and solve addition and subtraction of fractions with common denominators.
• I will decompose fractions into its unit fractions.
• I will decompose fractions in different ways.
• I will represent a fraction greater than one as an improper fraction and as a mixed number.
• I will relate decimals to fractions that name tenths and hundredths.
• I will determine if two fractions are equivalent using a variety of methods.
• I will compare fractions using different methods.
• I will determine whether the sum or difference of fractions is reasonable using benchmark fractions.
• I will describe the strategy you used to compare two fractions with unlike denominators?
• I will describe how to find a common denominator.
• I will explain how to decompose a given fraction.

Essential Questions:

• How do you know when a fraction is greater than one whole?
• How can you determine if two fractions are equivalent?
• What strategies can you use to compare fractions?
• Why do you need to find a common denominator before comparing?
• How do you determine your sum or difference of fractions is reasonable?

Extra Information:

Adopted Textbook: Pearson - enVision Math

District Grading Policy

Texas Gateway Online Resource Center