Students will be able to find equivalent fractions for a given fraction and prove two fractions are equivalent using models, reasoning, or computations.  They will be able to compare and order fractions and decompose a fraction into a sum of fractions with the same denominator.

suggested pacing 3-4 weeks  

Teacher Tips:

• Students will be comparing and ordering fractions with unlike denominators

• Students apply equivalent fractions concepts to compare fractions.

sample pretest

Essential Learning Outcomes (ELO)

∎ Students will create, recognize, and justify and compare fractions.4.NF.1     4.NF.2    SMP.2      SMP.4    SMP.5   SMP.6     SMP.7    SMP.8

∎Students will understand a fraction as a sum of fractions.  4.NF.3.a.    4.NF.3.b   SMP.1   SMP.2      SMP.4    SMP.5   SMP.6     SMP.7    SMP.8

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions (e.g., by using a visual fraction model). Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Learning targets

• • I can explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models. 4.NF.A.1

  • I can explain how the number and size of the parts of equivalent fractions differ even though the two fractions themselves are the same size. 4.NF.A.1

  • I can recognize and generate equivalent fractions.4.NF.A.1

  • I can use benchmark fractions (such as a half) to compare two fractions with different numerators and different denominators. 4.NF.A.2

  • I can create common denominators or numerators to compare two fractions with different numerators and different denominators. 4.NF.A.2

  • I can write comparisons with symbols >, =, or < and justify my reasonings. 4.NF.A.2

  • I understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 4.NF.B.3.a

  • I can decompose a fraction into a sum of fractions with the same denominator (such as 3/8=1/8+1/8+1/8 or 3/8=1/8+2/8 ). 4.NF.B.3b 

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

4th grade number talk guide printable  &   3-5th grade number talks 

Add/Subt  &  Mult/Div Strategies 

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Use Addition Strategies with Decimals  (Main focus)

  use place value   Adding tenths and hundredths       Adding by chunks tenths & hundredths

  friendly number   Make friendly number hundredths

Multiplication Strategies  (Review)

  partial products / distribute  1x3-digit 

  friendly number 1 x 3-digit

  break apart factors  1 x 2-digit

  over and adjust  over&adjust 1&2-digit  

  double and half  1 x 3 digit

Division Strategies  (Main focus)

  multiplying up    2-digit divisor  

  partial quotients  2-digit divisor 

interpret remainder   Whole #s & interpret remainder

Fraction Strategies (work on Fractions at least one day a week)

comparison   using unit fractions/common numerators 

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 18: Compare Fractions-Sessions 1-4

Assessment Tasks  (4.NF.2)     Frayer Model Assessment           Proficiency Rubrics  (4.NF.2)                 IAR sample questions

CAN DO/Additional Resources:

Math in Practice: 4.NF.A.2         Module 7     Math in Practice lesson slides and Essential Question Guide        MIP Resource folder

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB    Lesson 18 Colorful Quilts  

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities

Prior knowledge

3 NF 3    Number line Madness

3 NF 1    Capturing Hexagons     Fraction Roll 'Em   Three in a Row

3 NF 2    Fraction Matchup 

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 4th grade math.

Fractions on a Number Line (3rd)

• Rolling For Number Lines 

• Closer to 0 or 1 

• MLC Math at Home problem solving & games

Division Multi-digit with Remainders (4th  Q5)

• Racing with Remainders

• Greatest Quotient 

• MLC Math at Home problem solving & games

Spiral Practice

These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.   Please select pages carefully based on your students' needs. 

You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response.   It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.

Decimals