Grade Four:Fractions and Decimals

Session 2Understanding Common Core Fraction Expectations In 4th

Grade

Unit 6Fraction Cards and Decimal Squares

Today’s Goals Honor the challenge in this work and set the tone for teachers as

learners

Build conceptual knowledge of fractions, and acknowledge most of us come with procedural

Become proficient with the work in Investigation 2 and discuss the work in Investigation 1

Know how and where to highlight the standards for students.

Please sign-in and take a hand-out If you brought some student examples of

SAB 14, please choose 5 and put your initials on them.

Welcome!

Ah-Ha’s?Uh-Oh’s?

How’s It Going?

Walk around the room and view the student work samples

◦ Pay particular attention to…

How students solved the problems, were there any common solution paths?

The representations students chose to use.

How’s It Going?

4,307 – 300? 4,307 – 400?

Which places have the same digits? Which do not? Why?

4,307 + 30? 4,307 + 50?

What’s this?

Take a card, Solve it quickly Put your answer on a post it.

Find your group How did you solve?

Take a card

SAB p. 20 What standard?

Page 55

4.NF.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.

Making Fraction Cards

1/2

As students make the cards, what do you need to do to ensure they are engaging in

4.NF.1 4.NF.2 Others?

Making Fraction Cards or Coloring Activity?

4.NF.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.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.  

You need:Deck of Fraction Cards

Play with a partner or a small group.

1. Divide the deck into equal-sized piles, one for each player. Players place their cards facedown.

2. In each round, each player turns over the top card in his or her pile. The player with the largest fraction wins, takes the other players’ cards, and puts them on the bottom of his or her own pile.

3. If two of the cards show equivalent fractions, those two players turn over another card. Whoever has the larger fraction wins all the other players’ cards.

4. The person with the most cards wins. The game can be stopped at any time.

Capture Fractions

How can you ensure this is about …

Standard ___

Is this a game, or math?

3 or 212 12

(this is a great task for Standard for Practice #3: Construct viable arguments and critique the

reasoning of others)

Which is greater?

5 or 2 12 3

Which is greater?

5 or 76 8

Which is greater?

4 or 45 7

Which is greater?

One Piece Missing

P. 151-152

What Strategies to students use to compare fractions?

Quick Card Sort

4 or 45 3

Which is greater?

2 or 15 2

Which is greater?

Fractions in Containers

0 11/2

Choose one card from the deck and place it on the number line

Fractions on the Number Line: What standards are involved in this work?

On the back of the card/ post-it:What has been beneficial to you from these

first 2 sessions? What hasn’t?

Before you go