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DPS Unit Map

15 days

Stage 1: Examine and Unpack Standards

These unpacked standards are expected in every Durham Public Schools classroom.

Understand decimal notation for

fractions, and compare decimal
fractions.
4.NF.5 Express a fraction with denominator
10 as an equivalent fraction with
denominator 100, and use this technique to
2
denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100
= 34/100.
4.NF.6 Use decimal notation for fractions with
denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62
meters; locate 0.62 on a number line diagram.
4.NF.7 Compare two decimals to hundredths
by reasoning about their size. Recognize that
comparisons are valid only when the two
decimals refer to the same whole. Record the
results of comparisons with the symbols >, =,
or <, and justify the conclusions, e.g., by using
a visual model.

Transfer Goal
Students will be able to independently use their learning to
apply whole number concepts including properties of operations to understand and utilize fractions and
decimals as a means of quantifying surroundings and solve real world problems.
Making Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
How does joining and separating fractions relate
to joining and separating whole numbers?
fractions are numbers.
when joining whole numbers groups of ones are
How can we combine fractions with unlike
combined (i.e., 15 + 9 = 15 ones + 9 ones = 24 ones).
denominators (tenths and hundredths only)?
when joining fractions groups of a particular size portion How can magnitude of decimal numbers be
3 5
assessed in order to compare?
are combined (i.e., + = 3 one-fourths + 5 one-fourths).
4 4
How can I represent tenths as hundredths?
Fractions can be represented as decimals.
Multiplication can be used to combine like addends or to How can a fraction be represented as a decimal?
find a portion of a number.
Acquisition
KNOWLEDGE
Students will know
the numerator represents the number of portions of a
particular size.
the denominator represents the size of one portion.
a unit fraction is one portion of a particular size.
a non-unit fraction is composed of unit fractions.
a benchmark is any number used to reason about the
size or location of other numbers.

SKILLS
Students will be able to
combine 2 fractions with unlike denominators
(tenths and hundredths only) by replacing one of
the fractions with an equivalent representation.
represent a fraction with a denominator of 10 or
100 as a decimal.
represent a decimal number with a fraction.
compare two decimal numbers.
accurately place decimal numbers on a number
line.

Key Vocabulary
whole
replace
hundredth
number line
identity property
join
Curriculum, Instruction and Assessment

half/halves
decimal
unit fraction
portion
compare
separate

benchmark
place value
non-unit fraction
represent
equivalent

fourth/quarter
tenth
numerator
partition
<

compose
decompose
denominator
share
>
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15 days

Stage 2: Calibrate Rigor and Design Assessment

These assessments are expected in every DPS classroom.

Multiple Choice Grade 4 Mathematics CDA 4
Rubric Quarter 2 Performance Tasks Unit 4
Other Evidence Embedded Stage 3 Learning Events

Stage 3: Plan and Deliver Instruction

This instructional pacing and sequencing represents one recommended best practice option.
Professional Resources
Instructional Resources
Addition, Subtraction, Multiplication, & Division Problem Types

# of
Days

How can I represent tenths as hundredths?

represent a fraction with a denominator of 10 or 100
as a decimal.
use a hundredths grid to prove that the two
fractions are equivalent.
use the identity property of multiplication to prove
that the two fractions are equivalent.
How can we combine fractions with unlike
denominators (tenths and hundredths only)?
combine 2 fractions with unlike denominators
(tenths and hundredths only) by replacing one of the
fractions with an equivalent representation.
How can a fraction be represented as a decimal?
represent a decimal number with a fraction.

Standard

4.NF.5

Support

5E Lesson

4.NF.5

4.NF.6

5E Lesson

4.NF.7

5E Lesson
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Grade 4 Mathematics Unit 4: Extending Fraction Concepts

order to compare?
compare two decimal numbers.
accurately place decimal numbers on a number line.
5

15 days

Quarter 2 Performance Tasks Unit 3

Materials: student task sheet, student response form
The teacher presented the following equation:

x =

Emmitt said, is the exact same size as .

1. Provide a picture to represent the equation.
2. Which students statement is correct?
3. Explain how you know the students statement to be true?

Extend understanding of fraction equivalence and ordering.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number 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.

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Grade 4 Mathematics Unit 4: Extending Fraction Concepts

15 days

Solutions
1. various pictures that show equivalence, i.e.,
2. Emmitt
4
3. 4 is equal to 1, and multiplying by 1 elicits the amount you multiply by (identity property of multiplication), explanation based on picture
provided (same point on a number line, same amount shaded but broken into smaller pieces)
Level 1
Level 2
Level 3

The student provides a correct response for 0 items.

The student provides a correct response for 1-2 items.
The student provides a correct response for all 3 items INCLUDING an explanation that demonstrates understanding of
fraction equivalence.

and

or

3. Explain how you know which of the numbers is closest to 1.

Extend understanding of fraction equivalence and ordering.
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 the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Solutions
4
1. should be placed exactly half-way between half and 1, and 3 should be placed about a third of the way from 1 to 2
2.
4
1
3. Explanation should demonstrate understanding of distance from 1, with having a distance of from 1 and 3 having a distance of 3 from
Curriculum, Instruction and Assessment

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1

15 days

Level 1
Level 2
Level 3

The student provides a correct response for 0 items.

The student provides a correct response for 1-2 items.
The student provides a correct response for all 3 items INCLUDING an explanation that demonstrates understanding of
the distance of each fraction from 1.

1. Provide a mixed number and an improper fraction to represent the shaded portion.

1 whole

2. Provide a mixed number and an improper fraction to represent the point (marked by x) on the number line.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
c. 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?
Solutions
9
1. 2 and 4
2

2. 1 3 and 3
Level 1
Level 2

The student is unable to provide any correct form of number to represent either the picture or the point on the number
line.
The student provides AT LEAST one correct representation of either the portion presented in the picture AND/OR the
point on the number line, BUT is unable to provide a mixed number AND an improper fraction to represent BOTH the

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Grade 4 Mathematics Unit 4: Extending Fraction Concepts

15 days

portion presented in the picture and the point on the number line.
The student provides a mixed number AND an improper fraction to represent BOTH the portion presented in the picture
and the point on the number line.

Level 3

3
1
1. Josh jogged 4 mile. His goal was to jog 2 4 miles. What distance should he jog to reach his goal? Provide a picture and an equation to represent the
situation.
3

2. The leftover pizza was wrapped and placed in the refrigerator. For snack Jalin ate 8 of a pizza, leaving 8 of a pizza in the refrigerator. How much pizza was
wrapped and placed in the refrigerator in the beginning? Provide a picture and an equation to represent the situation.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
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.
Solutions
2
1. 1 miles or 1 4
2.
Level 1
Level 2
Level 3

10
8

2
8

or 1 or 1
The student provides the correct solution for 0 of the items.
The student provides the correct solution for 1 of the items.
The student provides the correct solution for BOTH items.

1
2
5
Some kids are making para-cord bracelets. Each bracelet requires 4 foot of green cord, 3 foot of gray cord, and 6 foot of black cord. How much of each color cord
is needed in order to make 5 bracelets?

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
a. 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).
b. 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 a)/b.)
Curriculum, Instruction and Assessment

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Grade 4 Mathematics Unit 4: Extending Fraction Concepts

15 days

c. 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?
Solutions
5
green or 1 feet
4

gray

10
3

or 3 3 feet

black -

25
6

or 4 6 feet

Level 1
Level 2
Level 3

The student provides the correct solution for 0 portions of the problem.
The student provides the correct solution for 1-2 portions of the problem.
The student provides the correct solution for all 3 portions of the problem.

Quarter 1 Performance Tasks Unit 2

Materials: student task sheet, student response form
Part 1

Make the number sentence true using a comparison symbol (<, =, >).

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15 days

Explain how you know the number sentence is true.

Part 2
Solve the equation.

= ____

Understand decimal notation for fractions, and compare decimal fractions.
4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective
2
denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Solutions

=
Explanation that supports the fractions being equivalent.
6
60
or
10
100
Level 1
The student provides the correct solution for 0 portions of the problem.
Level 2
The student provides the correct solution for 1-3 portions of the problem.
Level 3
The student provides the correct solution for all 4 portions of the problem.

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Grade 4 Mathematics Unit 4: Extending Fraction Concepts

15 days

1
1
Evan ran .65 of a kilometer. Bailey said that Evan ran more than 2 of a kilometer, because .5 = 2. How does Baileys explanation prove that Evan ran more than
half a kilometer?

Understand decimal notation for fractions, and compare decimal fractions.
4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a
number line diagram.

Solutions
Explanation that proves that Evan ran more than half a kilometer (i.e., .65 > .5)
Level 1
The student provides evidence of no understanding of the concept or no explanation is provided.
Level 2
The student provides evidence of partial understanding of the concept.
Level 3
The student provides evidence of understanding that .65 is greater than .50 or half.

Place the following numbers accurately on the number line.

.5

.75

.25

.3

.9
1

Understand decimal notation for fractions, and compare decimal fractions.
4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same
whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Curriculum, Instruction and Assessment

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15 days

Solutions

.5

.75

.25

.3

1
.25

Level 1
Level 2
Level 3

.9

.3

.5

.75

.9

The student places 0 numbers accurately on the number line.

The student places 1-4 numbers accurately on the number line.
The student places all 5 numbers accurately on the number line.

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