Professional Documents
Culture Documents
15 days
Transfer Goal
Students will be able to independently use their learning to
apply whole number concepts including properties of operations to understand and utilize fractions and
decimals as a means of quantifying surroundings and solve real world problems.
Making Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
How does joining and separating fractions relate
to joining and separating whole numbers?
fractions are numbers.
when joining whole numbers groups of ones are
How can we combine fractions with unlike
combined (i.e., 15 + 9 = 15 ones + 9 ones = 24 ones).
denominators (tenths and hundredths only)?
when joining fractions groups of a particular size portion How can magnitude of decimal numbers be
3 5
assessed in order to compare?
are combined (i.e., + = 3 one-fourths + 5 one-fourths).
4 4
How can I represent tenths as hundredths?
Fractions can be represented as decimals.
Multiplication can be used to combine like addends or to How can a fraction be represented as a decimal?
find a portion of a number.
Acquisition
KNOWLEDGE
Students will know
the numerator represents the number of portions of a
particular size.
the denominator represents the size of one portion.
a unit fraction is one portion of a particular size.
a non-unit fraction is composed of unit fractions.
a benchmark is any number used to reason about the
size or location of other numbers.
SKILLS
Students will be able to
combine 2 fractions with unlike denominators
(tenths and hundredths only) by replacing one of
the fractions with an equivalent representation.
represent a fraction with a denominator of 10 or
100 as a decimal.
represent a decimal number with a fraction.
compare two decimal numbers.
accurately place decimal numbers on a number
line.
Key Vocabulary
Academic Vocabulary Words
whole
replace
hundredth
number line
identity property
join
Curriculum, Instruction and Assessment
half/halves
decimal
unit fraction
portion
compare
separate
benchmark
place value
non-unit fraction
represent
equivalent
fourth/quarter
tenth
numerator
partition
<
compose
decompose
denominator
share
>
Page 1 of 10
15 days
Standard
4.NF.5
Support
5E Lesson
Ready Lesson 20
4.NF.5
4.NF.6
5E Lesson
Ready Lesson 21
4.NF.7
5E Lesson
Page 2 of 10
order to compare?
compare two decimal numbers.
accurately place decimal numbers on a number line.
5
15 days
Ready Lesson 22
x =
Page 3 of 10
15 days
Solutions
1. various pictures that show equivalence, i.e.,
2. Emmitt
4
3. 4 is equal to 1, and multiplying by 1 elicits the amount you multiply by (identity property of multiplication), explanation based on picture
provided (same point on a number line, same amount shaded but broken into smaller pieces)
Level 1
Level 2
Level 3
Task 2
and
or
Page 4 of 10
15 days
Task 3
1. Provide a mixed number and an improper fraction to represent the shaded portion.
1 whole
2. Provide a mixed number and an improper fraction to represent the point (marked by x) on the number line.
2. 1 3 and 3
Level 1
Level 2
The student is unable to provide any correct form of number to represent either the picture or the point on the number
line.
The student provides AT LEAST one correct representation of either the portion presented in the picture AND/OR the
point on the number line, BUT is unable to provide a mixed number AND an improper fraction to represent BOTH the
Page 5 of 10
15 days
portion presented in the picture and the point on the number line.
The student provides a mixed number AND an improper fraction to represent BOTH the portion presented in the picture
and the point on the number line.
Level 3
Task 4
3
1
1. Josh jogged 4 mile. His goal was to jog 2 4 miles. What distance should he jog to reach his goal? Provide a picture and an equation to represent the
situation.
3
2. The leftover pizza was wrapped and placed in the refrigerator. For snack Jalin ate 8 of a pizza, leaving 8 of a pizza in the refrigerator. How much pizza was
wrapped and placed in the refrigerator in the beginning? Provide a picture and an equation to represent the situation.
10
8
2
8
or 1 or 1
The student provides the correct solution for 0 of the items.
The student provides the correct solution for 1 of the items.
The student provides the correct solution for BOTH items.
Task 5
1
2
5
Some kids are making para-cord bracelets. Each bracelet requires 4 foot of green cord, 3 foot of gray cord, and 6 foot of black cord. How much of each color cord
is needed in order to make 5 bracelets?
Page 6 of 10
15 days
c. 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?
Solutions
5
green or 1 feet
4
gray
10
3
or 3 3 feet
black -
25
6
or 4 6 feet
Level 1
Level 2
Level 3
The student provides the correct solution for 0 portions of the problem.
The student provides the correct solution for 1-2 portions of the problem.
The student provides the correct solution for all 3 portions of the problem.
Make the number sentence true using a comparison symbol (<, =, >).
Page 7 of 10
15 days
= ____
Solutions
=
Explanation that supports the fractions being equivalent.
6
60
or
10
100
Level 1
The student provides the correct solution for 0 portions of the problem.
Level 2
The student provides the correct solution for 1-3 portions of the problem.
Level 3
The student provides the correct solution for all 4 portions of the problem.
Page 8 of 10
15 days
Task 7
1
1
Evan ran .65 of a kilometer. Bailey said that Evan ran more than 2 of a kilometer, because .5 = 2. How does Baileys explanation prove that Evan ran more than
half a kilometer?
Solutions
Explanation that proves that Evan ran more than half a kilometer (i.e., .65 > .5)
Level 1
The student provides evidence of no understanding of the concept or no explanation is provided.
Level 2
The student provides evidence of partial understanding of the concept.
Level 3
The student provides evidence of understanding that .65 is greater than .50 or half.
Task 8
Place the following numbers accurately on the number line.
.5
.75
.25
.3
.9
1
Page 9 of 10
15 days
Solutions
.5
.75
.25
.3
1
.25
Level 1
Level 2
Level 3
.9
.3
.5
.75
.9
Page 10 of 10