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You are on page 1of 10

15 days

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

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.

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

Academic Vocabulary Words

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

>

Page 1 of 10

15 days

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

This instructional pacing and sequencing represents one recommended best practice option.

Professional Resources

Instructional Resources

Addition, Subtraction, Multiplication, & Division Problem Types

https://drive.google.com/file/d/0B2bDyW2jR4AESUJxZU4tcThTYms/edit?usp=sharing

# of

Days

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

Ready Lesson 20

4.NF.5

4.NF.6

5E Lesson

Ready Lesson 21

4.NF.7

5E Lesson

Page 2 of 10

order to compare?

compare two decimal numbers.

accurately place decimal numbers on a number line.

5

15 days

Ready Lesson 22

Materials: student task sheet, student response form

Administration: whole group

Task 1

The teacher presented the following equation:

x =

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.

Page 3 of 10

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 1-2 items.

The student provides a correct response for all 3 items INCLUDING an explanation that demonstrates understanding of

fraction equivalence.

Task 2

and

or

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

Page 4 of 10

1

15 days

Level 1

Level 2

Level 3

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.

Task 3

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

Page 5 of 10

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

Task 4

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.

Task 5

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

Page 6 of 10

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.

Materials: student task sheet, student response form

Administration: whole group

Task 6

Part 1

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

Page 7 of 10

15 days

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.

Page 8 of 10

15 days

Task 7

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.

Task 8

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

Page 9 of 10

15 days

Solutions

.5

.75

.25

.3

1

.25

Level 1

Level 2

Level 3

.9

.3

.5

.75

.9

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

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

Page 10 of 10

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