Hueneme Elementary School DistrictStaff Development Day # 3

CCSS Mathematic Unit of Study

Grade 4

Introductions

Mariana Cabrera Vincent Gomez

Ana Hinojosa

Unit 5

Title

Understanding Base Ten Fractions and Decimals

Length 20 Days

Key Points● Read and write base ten

fractions and decimals interchangeably.

● Represent base ten fractions

and decimals visually on a number line and in an area model.

● Compare decimals to hundredths.

● Add fractions of 10ths and 100ths.

● Identifying errors

Enduring Understandings and Essential Questions

Enduring Understandings are those concepts we want students to remember ten years from now.

• Relationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment.

▪ What is a fraction? When do we use fractions in real life?

▪ How are fractions and decimals related?

▪ How can you represent fractions and decimals using an area model?

▪ How can you represent fractions and decimals using a number line?

▪ What are some equivalent representations for fractions, and decimals?

▪ How can you represent/compare fractions that are related to different wholes?

Academic Vocabulary(Explicitly taught throughout the course of the unit)

* express* compare* justify

Tier 3(subject specific)

* tenths* hundredths* whole* fraction* denominator* numerator* >,<,=* equivalent

Tier 2 (used across a variety of

subjects)

Chapter 1 (4 days)

Essential Standard

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 denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Enduring Understanding

Relationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

Essential Questions

● What is a whole?● How does a fraction represent

the whole?● What does the numerator

represent? Denominator?● What is an equivalent fraction?

Learning Objective

(Unpacked Standards)

Students will demonstrate understanding of place value of fraction models: 10ths and 100ths using models. (4.NF.5)

Suggested Resources for Chapter 1

Everyday Mathematics• N/A (not specific to Base Ten Fractions)

Math Routines

Howard County: https://grade4commoncoremath.wikispaces.hcpss.org/Routine• Today’s Number• Number Talks• Rocket Math• Mental Math

Literature (Fiction/Informational Text)

* My Half Day by Doris Fisher

* If You Were a Fraction by Trista Speed Saskan

Writing

* Journal Prompts

* Reflection

* Opening Ended Questions

* Exit Slip

Online Lessons/Practice* Howard County :https://grade4commoncoremath.wikispaces.hcpss.org/* Practice Sheetshttp://www.commoncoresheets.com/

Videos/Interactives/Games• Everyday Math - Base-10 Exchange

Homework* Practice Sheetshttp://www.commoncoresheets.com/

* Accelerated Math

EssentialStandards

Guaranteed: Taught and Assessed (Re-taught if necessary)

Number and Operations—Fractions 4.NF.5-7

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 denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (DOK 1)

4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100;locate 0.62 on a number line diagram. (DOK 1)

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. (DOK 3)

Chapter 2 (Days:6)

Essential Standard

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 denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Enduring UnderstandingRelationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

Essential Questions

* How are 10ths and 100ths related?

* Do you have common denominators?

Learning Objectives • Student will express fractions with

denominator 10 as an equivalent fraction with denominator 100 and vice versa. (4.NF.5)

• Students will add fractions denominator 10 and 100.For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (4.NF.5)

Suggested Resources for Chapter 2

Everyday Mathematics• N/A (not specific to Base Ten Fractions)

Math Routines

Howard County: https://grade4commoncoremath.wikispaces.hcpss.org/Routine

• Today’s Number• Number Talks• Rocket Math• Mental Math

Writing

* Journal Prompts

* Reflection

* Opening Ended Questions

* Exit Slip

Online Lessons/Practice

Howard County

https://grade4commoncoremath.wikispaces.hcpss.org/

Learn Zillion

http://learnzillion.com/lessons/336-convert-fractions-into-decimals-to-the-tenths-place

http://learnzillion.com/lessons/351-add-fractions-with-tenths-and-hundredths-denominators

Common Core Sheets

http://www.commoncoresheets.com/

Videos/Interactives/Games

* Everyday Math - Base-10 Exchange

Homework

*Common Core Sheets

http://www.commoncoresheets.com/

*Accelerated Math

Chapter 3 (Days:6)

Essential Standards

4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; 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.

Enduring UnderstandingRelationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

Essential Questions

* What is a fraction?* What is a decimal?

* What is a number line?• Why are tenths larger then

hundredths?

Learning Objectives

*Students can show a decimal as a fraction and a fraction as a decimal. (4.NF.6)

*Students will represent a decimal in relationship to a whole number on a number line. (4.NF.6)

*Students can compare two decimals in relationship to their value.(4.NF.7)

Suggested Resources for Chapter 3

Everyday Mathematics*Unit 4 Lessons 1-3

Math Routines Howard County: https://grade4commoncoremath.wikispaces.hcpss.org/Routine• Today’s Number• Number Talks• Rocket Math• Mental Math

Writing* Journal Prompts* Reflection* Opening Ended Questions* Exit Slip

Online Lessons/Practice

Howard County

https://grade4commoncoremath.wikispaces.hcpss.org/

Learn Zillion

http://learnzillion.com/lessons/1424-convert-decimals-to-fractions-to-the-tenths-place-using-number-lines

http://learnzillion.com/lessons/3217-compare-two-decimals-to-the-hundredths-place-using-fraction-models

Common Core Sheets

http://www.commoncoresheets.com/

Videos/Interactives/Games

*Everyday Math - Base-10 Exchange

Homework

* Common Core Sheets

http://www.commoncoresheets.com/

* Accelerated Math

Assessment

Formative

Teacher created/selected

• Measured Progress: Testlets

Summative

Teacher created/selected

• Measured Progress: Benchmarks

• Smarter Balanced Assessment (3-8)

Year at a Glance…..

• Unit 1Place Value

• Unit 2

Addition and Subtraction of Whole Numbers

• Unit 3

Multiplication of Whole Numbers

• Unit 4

Division of Whole Numbers

• Unit 5

Understanding Base Ten Fractions and Decimals

• Unit 6

Order and Compare Fractions

• Unit 7

Operations with Fractions

• Unit 8

Angles and Figures

• Unit 9

Conversion of Metric and US Customary Systems