Wayne RESA

Unit PlannerEDM4 Math 4

Wayne Resa - Math / Grade 4 / Mathematics / EDM4 Math 4 / Week 9 - Week 12
5 Curriculum Developers
Unit Abstract

In this unit, students explore fraction equivalence and compare and order fractions using different representations. They extend their understanding of fractions to decimals, comparing and ordering decimals using the same methods for comparing fractions. The following big ideas will be covered in this unit:

- Equivalent fractions can be created by multiplying both the numerator and denominator by the same number or by dividing a shaded region into various parts.
- Fractions of the same whole can be compared by representing them visually, using benchmark fractions such as 0, ½ and 1, reasoning about sharing and division.
-The larger the unit, the smaller the number you obtain as you measure.
- A two-column chart can be used to convert from larger to smaller units and record equivalent measurements.
-Decimals are another way of writing fractions, and are also called decimal fractions.
-Decimals can be represented visually and in written form.
-Decimals are a part of the base ten system.
-The decimal point indicates the unit’s position.
-Comparisons of two decimals are only valid when the two decimals refer to the same whole.

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Expectations/Standards
MI: Mathematics
MI: Grade 4
Number & Operations—Fractions
4.NF.A.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.
4.NF.A.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.
4.NF.C. Understand decimal notation for fractions, and compare decimal fractions.
4.NF.C.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.
Measurement & Data
4.MD.A. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
4.MD.A.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
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Practice Standards

Students will have opportunities to:

  • Make mathematical conjectures and arguments (MP. 3)
  • Make sense of others mathematical thinking (MP. 3)
  • Model real world situations using graphs, drawings, tables, symbols, diagrams, and other representations (MP. 4)
  • Use mathematical models to solve problems and answer questions (MP. 4)
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Concepts from Previous Units

Previously Learned Concepts from 3rd Grade:
-Fractional parts are equal shares or parts of a whole or unit.
-Fractions greater than, less than, and equal to one can be represented on the number line.
- Fractions can be compared using benchmark fractions and visual models such as the area model and number lines.
-Equivalent fractions name the same point on a number line.
- The number above the bar in a fraction is the counting number. It tells how many parts we have. It is called a numerator. The number below the bar tells what is being counted. It tells you the fractional part that is being counted.
- When two fractions are equivalent that means there are two ways of describing the same amount by using different sized fractional parts.

 

Previously Learned Concepts from Earlier Units in 4th Grade:
-In multiplicative comparison problems there are two different sets. The comparison is based on one group being a particular multiple of the other (multiple copies).
-The larger units can be subdivided into equivalent units. (time)

Connections to Upcoming Units

-The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers. (addition, subtraction & multiplication)

- A two-column chart can be used to convert from larger to smaller units and record equivalent measurements. (mass, capacity)

-Tenths can be expressed using an equivalent fraction with a denominator of 100.

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Key Terms / Vocabulary

benchmark, centimeter, common denominator, common numerator, denominator, equivalent fraction, hundredths, meter, metric, millimeter, numerator, reasoning, tenths, unit, unit interval, whole, equal, fractional parts, halves, thirds, fourths, sixths, partition, patterns, compare, least, greatest, greater than, less than, equivalent

 

Bold Font: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

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Lesson Plan Sequence

The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.

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Language Support

The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.

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