The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

4.NF.B. Number & Operations—Fractions: Build fractions from unit fractions.

• Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (CCSS: 4.NF.B.3)

  • Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (CCSS: 4.NF.B.3.a)

  • Decompose a fraction into a sum of fractions with like denominators 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. (CCSS: 4.NF.B.3.b)

  • 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. (CCSS: 4.NF.B.3.c)

  • 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. (CCSS: 4.NF.B.3.d)

• Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (CCSS: 4.NF.B.4)

  • Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × 1/4, recording the conclusion by the equation 5/4 = 5 × 1/4. (CCSS: 4.NF.B.4.a)

  • Understand a multiple of a/b as a multiple of 1/b, 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 x a)/b.) (CCSS: 4.NF.B.4.b)

  • Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? (CCSS: 4.NF.B.4.c)

4.MD.A. Measurement & Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

• Know relative sizes of measurement units within one system of units including hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (CCSS: 4.MD.A.1)

• Use the four operations to solve word problems involving intervals of time, including problems that require expressing measurements given in a larger unit in terms of a smaller unit. (CCSS: 4.MD.A.2)

Assessments:

• Topic 9 Assessment (PDF), Topic 10 Assessment (PDF)

• Additional Assessment Tasks

Instructional Resources & Notes:

• enVision Mathematics Topics 9-10

• Additional enVision Mathematics Resources

  • Let's Investigate! Rope Pull (TE) (supports Lessons 9-7, 9-8, 9-9)

  • Let's Investigate! Sandwich Making (TE) (supports Lessons 10-2, 10-3)

  • 3-Act Math Recording Sheets (Topic 9)

  • 4th Grade Number and Operations Routines

• Supplemental Lesson Resources: Topic 9, Topic 10

• enVision Mathematics Family Engagement - 4th Grade

• Additional Math Games: Fractions (additional materials and preparation may be required)