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GRADE 4 Fractions and Decimals

Stage: 2 Grade: 4 Term: 2 Week: 6-7

TOPIC:

FRACTIONS and DECIMALS

STRAND:

SUBSTRAND/

OUTCOME:

Focus Strand

Number and Algebra: Fractions and Decimals 1 & 2

MA2-7NA represents, models and compares commonly used

fractions and decimals.

Working Mathematically

MA2-1WM uses appropriate terminology to describe, and symbols to

represent, mathematical ideas.

MA2-2WM selects and uses appropriate mental or written strategies,

or technology, to solve problems.

MA2-3WM checks the accuracy of a statement and explains the

reasoning used.

Contributing Content

Number and Algebra: Whole Number 1

MA2-4NA applies place value to order, read

and represent numbers of up to five

digits.

MATHEMATICAL

LANGUAGE

whole, part, equal parts, half, quarter, eighth, third sixth, fifth, tenth, hundredth, one-sixth, one-tenth,

one-hundredth, fraction, numerator, denominator, whole number, number line, is equal to, equivalent

fractions.

Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection

of objects; to denote numbers (eg is midway between 0 and 1 on the number line); and as operators related

to division (eg dividing a number in half).

WARM UPS

10 minutes

Number Busting ( Monday, Wednesday, Friday) : What is the number marked on the number line?

Number bust this number. 0 ________o_________________1 (approx. 1/4) Mark other fractions on

the number line. Show in a variety of ways on a square given.

(Tuesday and Thursday) Grab a handful of counters what fractions can you make? (may have left overs?)

Then revise own number goal times table or counting goal.

OPEN ENDED

RICH TASKS TO

EXPLORE

35 minutes

(Differentiated

according to ability)

Task 1

What is a fraction? Students record their ideas

and thinking?

Share ideas with group.

Students given fractional equipment.

Students investigate fractions with this equipment

and record their findings.

Share ideas with group.

Task 2

Students given an orange Cuisenaire rod. This

represents one whole. Students use the other

Cuisenaire rods to determine their fractional

value.

If the brown Cuisenaire rod is one whole, what

statements can you make now?

Task 3

Students create a fractional wall chart.

Write statements about equivalent fractions using

the chart.

Task 4

A pizza was cut into ten equal size slices. Three

people ate the whole pizza but each person had a

different number of slices. Use fractions to

describe the possible number of slices eaten by

Key Ideas & Indicators

name fractions up to

one whole,

eg

interpret the

denominator as the

number of equal parts

a whole has been

divided into

interpret

the numerator as the

number of equal

fractional parts, eg

means 3 equal parts

of 8

model, compare and

represent fractions

with denominators of

2, 4 and 8; 3 and 6; and

5, 10

identify and describe

'mixed numerals' as

having a whole-number

part and a fractional

part

Differentiation

Day 1

Students given a

variety of the

fractional shapes

to investigate.

Day 2

Students use

another colour

Cuisenaire rod as

a value of one

whole.

For lower start

with red, then

crimson.

Day 4

There are 2 pizzas

cut into equal parts,

shared with 3 people.

Our Lady of the Way Primary School

2014 Mathematics Program

GRADE 4 Fractions and Decimals

each of the three people.

Task 5

Flag Design investigation

See p.68 Investigations, Tasks and Rubrics to

Teach and Assess Mathematics by P.Lilburn

and A. Ciurak.

Task 6

Read the story One Hundred Hungry Ants by

Elinor J.Pinczes or watch You Tube clip - ART @

Montlieu - One Hundred Hungry Ants

http://www.youtube.com/watch?v=9TJMgNx0qq0

or watch You Tube clip - One Hundred Hungry

Ants

http://www.youtube.com/watch?v=OojY7vRiKeg

Discuss what fraction of 100 did the ants break

into each time?

Could they have broken into any other fraction?

If you wrote the story, how many ants would you

start with and what fractions would you break

them into?

* model, compare and

represent the

equivalence of

fractions with related

denominators by

redividing the whole,

using concrete

materials, diagrams.

Fractions are used in

different ways: to describe

equal parts of a whole; to

describe equal parts of a

collection of objects and as

operators related to division

(eg dividing a number in

half).

How would you slice

it? How much would

they receive each?

Day 5

Lower look at

Hungry Flag. What

fraction is each

colour?

Upper -Create own

criteria for designing

a flag.

Day 6

Lower have 10

ants.

Upper What

number of ants

would give you the

largest choice of

fractions to break

into?

REFLECTION

15 minutes

REFLECTION 1

When looking for fractions, what criteria did you use to select a fractional piece?

REFLECTION 2

How many different combinations could you find? Could you use a green rod? Why? Why

not?

REFLECTION 3

What can see when looking at the fractional wall? When making it, what did you have to

be aware of?

What fractions are equivalent?

REFLECTION 4

Could you use other fractions besides having the denominator tenths?

REFLECTION 5

What did you need to do first before you could colour the flag? Could you have a

different design and still fit the criteria?

REFLECTION 6

What connection can you see with fractions and division?

RESOURCES

Fractional Kits, Counters, Cuisenaire rods, coloured paper, scissors, glue.

Flag Design activity sheet p.68 Investigations, Tasks and Rubrics to Teach and Assess Mathematics

by P.Lilburn and A. Ciurak.

Story book One Hundred Hungry Ants by Elinor J.Pinczes

Our Lady of the Way Primary School

2014 Mathematics Program

GRADE 4 Fractions and Decimals

LEARNING

INTENTION

AND SUCCESS

CRITERIA

Learning Intent :

Discover more about Fractions.

Success Criteria

* Use equipment to discover more about fractions.

* Prove what I know.

Learning Intent :

Discover more about Fractions.

Success Criteria

* Use equipment to discover more about fractions.

* Prove what I know.

* Show a variety of equivalent fractions.

Learning Intent :

Discover more about Fractions.

Success Criteria

* Use equipment to discover more about fractions.

* Prove what I know.

* Show a variety of equivalent fractions.

* Show a number of possibilities.

ASSESSMENT

Observation during investigation and reflection.

Recording of different fractions and possibilities in their books.

Elementary Basic Sound High Excellent

Models and describes a

half and a quarter of a

whole object with some

teacher assistance.

Models, compares and

represents the fraction of

a half and quarters.

Models,

compares and

represents

fractions

independently

eg halves,

quarters and

eighths; fifths

and tenths.

Models,

compares

and

represents a

variety of

more

complex

fractions eg

halves,

quarters

and eighths;

thirds,

sixths,

twelfths;

fifths,

tenths and

hundredths

with some

numbers.

Models,

compares,

represents and

demonstrates an

understanding

of equivalence

of various

fractions using a

variety of

numbers.

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