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| In this unit, children explore the whole in fractions as well as adding and subtracting fractions and mixed numbers. Students use these computation skills to answer questions about line plots. They are also introduced to adding tenths and hundredths.The following big ideas will be covered in this unit: -A non-unit fraction can be decomposed into smaller parts in more than one way. -The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers. (addition and subtraction) -Tenths can be expressed using an equivalent fraction with a denominator of 100. - Data can be measured and represented on line plots in units of whole numbers or fractions. (halves, fourths, eighths) - Acute, right and obtuse angles can be used as benchmark to estimate angle measurement. - Angles can be measured by non-standard and standard units. - Lines of symmetry for a 2-dimensional figure occur when a line can be drawn across the figure such that the figure can be folded along the line into matching parts. - Mirror images of symmetric figures are the same size and have the same shape. They face in opposite directions. |
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| Number & Operations—Fractions 4.NF.B. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.B.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 4.NF.B.3a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 4.NF.B.3c. 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 the relationship between addition and subtraction. 4.NF.B.3d. 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. 4.NF.C. Understand decimal notation for fractions, and compare decimal fractions. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade. 4.MD.B. Represent and interpret data. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. 4.MD.C. Geometric measurement: understand concepts of angle and measure angles. 4.MD.C.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: 4.MD.C.5a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. 4.MD.C.5b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
Students will have opportunities to:
- Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects (MP.2 )
- Make sense of the representations you and others use (MP.2 )
- Make connections between representations (MP.2 )
- Choose appropriate tools (MP. 5)
- Use Tools Effectively and make sense of your results (MP.5)
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| - 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. - Data can be measured and represented on line plots in units of whole numbers or fractions. (halves, fourths) - Two dimensional figures can be classified by angle measurement. An obtuse angle measures more than 90⁰. An acute angle measures less than 90⁰. A right angle measures exactly 90⁰. - Right triangles can be a category for classification. It has one right angle. - Some two dimensional figures are symmetric and have lines of symmetry. - A line of symmetry divides a figure into two congruent halves that are mirror images of each other. | -A non-unit fraction is a multiple of a unit fraction. -The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers. (multiplication) -A protractor is a tool used to measure angles. -Angle measures can be added or subtracted. |
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| arc, clockwise, counterclockwise, decomposing, degree, fraction addition equations, full-turn, half-turn, like denominators, mirror image, mixed number, quarter-turn, reflex angle, rotation, straight angle, unit fraction, whole, numerator, denominator, value, equivalent, improper fraction, sum, difference, digit, title, horizontal, vertical, x-axis, right angle, acute angle, obtuse angle, decimal fraction, tenths, hundredths 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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| 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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| 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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