suggested pacing 3-4 weeks
Teacher Tips:
Students will add and subtract with like denominators, except for tenths and hundredths
When adding and subtracting fractions students need to know that the models need to represent the same whole
Students do not need to simplify fractions
The only multiplication introduced is multiplying a whole number by a fraction
∎Students will understand a fraction as a sum of fractions. 4.NF.B.3c&d SMP.1 SMP.2 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8
c. Add and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction).
d. 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).
∎Students will use models and equations to multiply a fraction by a whole number. 4.NF.B.4. SMP.1 SMP.2 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8
⊡ Students will make a line plot to display a data set of measurements in fractions of a unit and use the data to solve addition and subtraction problems. 4.MD.4 SMP.2 SMP.4 SMP.5 SMP.6 SMP.7
Addition & Subtraction of Fractions
I can add and subtract mixed numbers with like denominators. 4.NF.B.3.c
I can 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). 4.NF.B.3.d
I can create line plots displaying fractions and use them to solve addition and subtraction problems. 4.MD.B.4
Multiplying of Fractions by a Whole Number
I can understand and represent a fraction as a multiple of another fraction by using a visual fraction model. 4.NF.B.4.a
I can understand a multiple of a fraction as a multiple of another fraction, and use this understanding to multiply a fraction by a whole number. (For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) 4.NF.B.4.b
I can solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem. 4.NF.B.4.c
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary in Spanish and English
improper fraction mixed number numerator denominator common denominator line plot
4th grade number talk guide printable & 3-5th grade number talks
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 (Review)
use place value Adding tenths and hundredths Adding by chunks tenths & hundredths
friendly number Make friendly number hundredths
Use Subtraction Strategies with Decimals (Main focus)
adding up Subtracting by adding up
adjusting Subtracting by adjusting
keep constant distance Subtracting by keep constant distance
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 (Continue to practice)
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 proportional reasoning
Addition & Subtraction of Fractions
I can add and subtract mixed numbers with like denominators. 4.NF.B.3.c
I can 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). 4.NF.B.3.d
Ready Teacher Toolbox Lesson 21: Add and Subtract Mixed Numbers - Sessions 1-4
Assessment Tasks 4.NF.B3 c&d Frayer Model Assessment Proficiency Rubrics 4.NF.3.c-d IAR sample questions
Math in Practice: 4.NF.B.3c-d Module 8 (pp.164-181) 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 21 Filling a Tank
I can create line plots displaying fractions and use them to solve addition and subtraction problems. 4.MD.B.4
Ready Teacher Toolbox Lesson 22: Add and Subtract Fractions in Line Plots - Sessions 1-5
Assessment Tasks 4.MD.B.4 Frayer Model Assessment Proficiency Rubrics 4.MD.B.4 IAR sample questions
Math in Practice: 4.MD.A.4 Module 13 (pp275-283) 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 22 How Much Fabric?
Multiplying of Fractions by a Whole Number
I can understand and represent a fraction as a multiple of another fraction by using a visual fraction model. 4.NF.B.4.a
I can understand a multiple of a fraction as a multiple of another fraction, and use this understanding to multiply a fraction by a whole number. (For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) 4.NF.B.4.b
I can solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem. 4.NF.B.4.c
Ready Teacher Toolbox Lesson 23: Understand Fraction Multiplication - Sessions 1-3
Lesson 24: Multiply Fractions by Whole Numbers- Sessions 1-3
Assessment Tasks 4.NF.B.4 Frayer Model Assessment Proficiency Rubrics 4.NF.B.4 IAR sample questions
Math in Practice: 4.NF.B.4a-c Module 9 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 23 Mystery Equation & Lesson 24 Fill in the Blanks
“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
3 NF 1 Capturing Hexagons Fraction Roll 'Em Three in a Row
3 NF 2 Fraction Matchup
Nearpod Math lessons
These are activities to give students mixed, spaced practice based on the big ideas for 4th grade math.
students can use geometry vocabulary cards to build shapes using anglegs, geoboards, or other manipulatives
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.