Beruflich Dokumente
Kultur Dokumente
Targets
I know that a fraction is part of a whole and has a
numerator and denominator.
I know what makes fractions equivalent.
I know equivalent means the numbers have the same
value.
I can use my multiplication facts and multiples to find
equivalent fractions.
I understand that fractions can be equivalent even when
numerators and denominators are not the same.
I can create models of fractions to see the parts of a
fraction.
Assessment (Do)
I can manipulate fraction tools to make equivalents.
I can explain how two fractions are equal.
I can draw pictures to represent equivalent fractions
I can create number sentences using equivalent fractions.
Vocabulary: numerator, divide, denominator, compare,
fraction, equivalent, fraction bar, multiply
Assessment (Do)
I can construct a visual model of 2 fractions being
compared.
I can use the correct symbol to compare fractions.
I can apply multiplication and division skills to change
denominators in order to compare fractions.
I can use a variety of strategies to compare fractions.
a/b!
MAFS.4.NF.1.1!!Explain why a fraction
is equivalent
!nXa/nXb
to a fraction
by using visual fraction models, with
attention to how the number and size of the parts differ
even though the two fractions b!nb!themselves are the
same size. Use this principle to recognize and generate
equivalent fractions.
Page 6 of 11
January 6, 2015!