CCGPS Mathematics 4 th Grade Update Webinar Unit 4: Operations with Fractions November 12, 2013 Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams and classroom teachers Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard Turtle Toms- Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Webinar Guide Critical areas Content standards and related tasks Culminating task Formative assessment lessons Resources

Today’s presenters Jenise Sexton – Henry County

Critical Areas in 4 th Grade

Unit 4 Content, Strategies and Misconceptions Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. MCC4.NF.3 Understand a fraction a / b with a > 1 as a sum of fractions 1/ b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = /8 = 8/8 + 8/8 + 1/8. 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. 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.

Unit 4 Content, Strategies and Misconceptions COMMON MISCONCEPTIONS NF.3 & 4 - Students think that it does not matter which model to use when finding the sum or difference of fractions. They may represent one fraction with a rectangle and the other fraction with a circle. They need to know that the models need to represent the same whole. In addition students have a tendency to add both the numerator and denominator when using different operations with fractions as opposed to just adding numerators.

Think About This John ate 1/3 of a pizza while Julie ate ½ of a pizza. John said he ate more pizza than Julie. How can this be true?

Who Put the Tang in Tangrams?

Literature Books with Fraction Connection Breakfast at Danny’s Diner Grandfather Tang’s Story Ed Emberly’s Picture Pie A Drop of Water My Half Day Fraction Action Fractions = Trouble Earthquakes

Task – Sweet Fraction Bars

Unit 4 Content, Strategies and Misconceptions Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. MCC4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 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). 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.) 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?

Unit 4 Content, Strategies and Misconceptions

Array Models for Multiplying Whole Numbers

Unit 4 Why conceptual understanding matters MCC5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product ( a / b ) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. MCC5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Array Models for Multiplying Fractions & Mixed Numbers

Task – How Many CCs? Constructing Task TimeDrainage FluidAlbumin 6:00am100cc 12 noon¾ of the volume at 6am75cc 6:00pm75cc 12 midnight2/3 of the volume at 6pm50cc 6:00am4/8 of 100cc50cc 12 noon25cc½ of 50cc =

Task – A Chance Surgery Performance Task

Revised Culminating Task –

FAL – You’ve got choices!

Resource for Number Talks with Fractions

Resources Use area models to find common denominators Multiply fractions using an array Use number line bars to add, subtract, multiply & divide fractions

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