## Comparing Fractions
2/27/2015
Comparing FractionsCommon Core State Standards:4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Essential Vocabulary:· · Reason · Denominator · Numerator · Decomposing · Mixed number Operations · Greater than · Greater less · Fraction · Unit fraction · Equivalent/equal · Multiple/multiply Unit Overview:In this unit, students will apply their understanding of fractions to compare fractions by using visual models or finding common denominators or numerators. In addition, students need to use the following symbols to help compare fractions: >, =, <. *Students’ focus should be on visual models NOT on algorithms. Strategies/Skills:Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers. · Fraction bars · Number Line Video Support:Video support can be found on The WCPSS Academics YouTube Channel. · http://tinyurl.com/WCPSSAcademicsYouTube o Comparing Fractions 1 o Comparing Fractions 2 Video support can be found on LearnZillion. · http://learnzillion.com o Compare fractions using the benchmark fraction 1/2 https://learnzillion.com/student/lessons/1431-compare-fractions-using-the-benchmark-fraction-1-2 o Compare fractions using the benchmark of one whole https://learnzillion.com/student/lessons/1432-compare-fractions-using-the-benchmark-of-one-whole o Compare fractions with different denominators using a number line https://learnzillion.com/student/lessons/1433-compare-fractions-with-different-denominators-using-number-lines o Compare fractions by creating common denominators https://learnzillion.com/student/lessons/1436-compare-fractions-by-creating-common-denominators o Use a number line to represent a fraction greater than one https://learnzillion.com/student/lessons/1437-use-a-number-line-to-represent-a-fraction-greater-than-one
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## Equivalent Fractions
2/9/2015
Unit Name: Equivalent FractionsCommon Core State Standards:4.NF.1Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the numbers and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.4.NF.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.a. Understand addition and subtraction of fractions 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. 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 relationship between addition and subtraction.Essential Vocabulary:· · Reason · Denominator · Numerator · Decomposing · Mixed number · Multiple/multiply Operations · Addition/joining · Subtraction/separating · Fraction · Unit fraction · Equivalent · Partition Unit Overview:In this unit, students will develop understanding of fraction equivalence and operations with fractions. Students will recognize that two different fractions can be equal (e.g. 15/9 = 5/3), and they will need to develop methods for generating and recognizing equivalent fractions. Students will apply their knowledge of fractions by joining unit fractions (e.g. 1/3, 1/2, 1/4) and separating larger fraction back into unit fractions. Mixed numbers will be introduced for the first time in 4th grade. Students will learn how to turn mixed numbers into improper fractions using fraction models/drawings. *There is NO mathematical reason why fractions must be written in simplified form, although it may be convenient to do so in some cases. Strategies/Skills:Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers. · Fraction bars · Number Line Video Support:Video support can be found on The WCPSS Academics YouTube Channel. · http://tinyurl.com/WCPSSAcademicsYouTube o Finding Equivalent Fractions Video support can be found on LearnZillion. · http://learnzillion.com o Recognize equivalent fractions using number lines https://learnzillion.com/student/lessons/617 o Generate equivalent fractions using number lines https://learnzillion.com/student/lessons/619-generate-equivalent-fractions-using-number-lines o Create equivalent fractions using a number line https://learnzillion.com/student/lessons/1245 |
## Mrs. Ana RhyneI teach 4th grade math and science at Weatherstone Elementary School. I graduated from Meredith College with a BA in Spanish and K-6 licensure. ## Archives
May 2016
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