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| In this unit, children formalize their understanding of multiplying a fraction by a whole number. The following big ideas will be covered in this unit: - A two-column chart can be used to convert from larger to smaller units and record equivalent measurements. (Customary system – liquid volume)
-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 of mixed numbers with whole numbers)
- Data can be measured and represented on line plots in units of whole numbers or fractions. (eighths) |
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| Operations & Algebraic Thinking 4.OA.C. Generate and analyze patterns. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Number & Operations in Base Ten 4.NBT.B. Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.B.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.B.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 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.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 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). 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.) 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? 4.MD.A. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), … 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. © 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 they and others use. (MP. 2)
- Make connections between representations. (MP. 2)
- Create and justify rules, shortcuts, and generalization (MP.8)
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| - A two-column chart can be used to convert from larger to smaller units and record equivalent measurements. (mass, capacity, time) - A two-column chart can be used to convert from larger to smaller units and record equivalent measurements. (Customary system - mass) -The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers. (multiplication of fractions with whole numbers) -A non-unit fraction can be decomposed into smaller parts in more than one way. - Data can be measured and represented on line plots in units of whole numbers or fractions. (halves, fourths, eighths) -Tenths can be expressed using an equivalent fraction with a denominator of 100. | -Further applications of problem solving skills will continue in unit 8 using all concepts established in prior units. |
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| cup, gallon, pint quart, rectangular numbers, numerator, denominator, mixed number, improper fraction, one whole, repeated addition, strategy, convert, unit, length, unknown, product, quotient, decimal 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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