Number and Operations (Fractions)

4.NF.1 - Explain why a fraction a/b is equivalent to a fraction (n

x a)/(n x 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.

Learning Targets:
 I can explain why fractions are equivalent.

 I can create equivalent fractions.

 I can use models to explain why different fractions are equivalent.

Essential questions:
1. How can I model equivalent fractions using pictures and numbers?
2. How do I identify equivalent fractions?
3. How do I generate equivalent fractions?

Resources:
http://www.ixl.com/standards/common-core/math/grade-4 (interactive games)

www.lakeshorelearning.com/general.../equivalentFraction.jsp (sample lesson)

illuminations.nctm.org/activitydetail.aspx?id=80 (activity)

www.numbernut.com/.../activities/fraction_quiz_equivlt12.shtml (quiz)

www.lauracandler.com/filecabinet/math/fractions.php (fraction freebies)

moveitmaththesource.com/ (fraction lesson)

http://classroom.jc-schools.net/basic/math-fract.html (interactive games)

http://www.k-5mathteachingresources.com/4th-grade-number-activities.html
(activity-Creating equivalent fractions and Fraction wall)

http://www.math-salamanders.com/equivalent-fractions-worksheet.html
(worksheets)
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.

Learning Targets:
 I can explain that comparing 2 fractions must refer to the same whole.

 I can compare 2 fractions by reasoning about their size.

 I can compare 2 fractions by creating equivalent fractions with a

common denominator (if needed).

 I can order fractions using <, >, and = and justify the comparison.

Essential Questions:
1. Can I determine if a fraction is less than greater than or equal to 1/2?
2. How do I compare fractions that have different numerators or
denominators?
3. Can I create accurate models of fractions that can be used to compare?
4. How do I explain the meaning of a fraction and its numerator and
denominator and use my understanding to represent and compare
fractions?

Resources:
http://www.ixl.com/standards/common-core/math/grade-4 (interactive games)

http://www.youtube.com/watch?v=FWEUkOOFhfU (video)

http://www.k-5mathteachingresources.com/4th-grade-number-activities.html (activity
and games)

www.visualfractions.com/Maker/compare.ppt (powerpoint)

http://www.visualfractions.com/Games.htm (visual fraction games)

http://jmathpage.com/JIMSFractionsrecognizecompare.html (recogniazing and

comparing fraction games)

illuminations.nctm.org/LessonDetail.aspx?ID=L541 (lesson and worksheet)

http://www.lauracandler.com/filecabinet/math/fractions.php (partner activity)

http://www.teacherspayteachers.com/Browse/Search:comparing+fraction+foldable
(foldable)
4.NF.3 - Understand a fraction a/b with a > 1 as a sum of
fractions 1/b.

4.NF.3.a - Understand addition and subtraction of fractions as

joining and separating parts referring to the same whole.

4.NF.3.b - 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 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Learning Targets:
 I can use models to add and subtract fractions.

 I can use visual models to decompose a fraction. For example, 7/12 =

4/12 + 1/12 + 1/12 + 1/12.

Essential Questions:
1. Why are denominators not added or subtracted?
2. How can I add and subtract fractions?

Resources:
http://www.ixl.com/standards/common-core/math/grade-4 (interactive games)

Study Jams (Video-Adding and Subtracting with like and unlike

denominators )

http://www.math-play.com/adding-and-subtracting-fractions-game.html
(adding fractions with unlike denominator game)

math-salamanders.com/printable-fraction-worksheets.html (adding and

subtracting like and unlike fraction worksheets)

http://www.moveitmaththesource.com/realfractions/butterflyfractio.html
(strategy)
4.NF.3.c - 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.

Learning Targets:
 I can add or subtract mixed numbers.

Essential Questions:
1. Can I convert improper fractions to mixed numbers
2. Can I convert mixed numbers to improper fractions?
3. How do I add or subtract mixed numbers?

Resources:
http://www.ixl.com/standards/common-core/math/grade-4 (interactive games)

http://mrshallfabulousinfourth.blogspot.com/search/label/Fractions
(improper fraction to mixed number activity)

http://www.mathplayground.com/fractions_mixed.html (online practice)

http://math-aids.com/Fractions/Fractions_Improper.html (worksheets)

http://www.greatschools.org/worksheets-activities/5897-changing-improper-
fractions-to-mixed-numbers.gs (worksheets)

studyjams.scholastic.com/studyjams/.../add-sub-mixed-numbers.htm (video)

www.shmoop.com/fractions-decimals/adding-subtracting-mixed-
numbers.html (methods)

http://www.superteachertools.com/jeopardy/usergames/Mar201011/game12
68685936.php (jeopardy game)

https://sites.google.com/a/sevier.org/heather-burkhart/fractions-games
(fractions and mixed numbers resources and games)
4.NF.3.d - 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.
Learning Targets:
 I can solve word problems with fractions.

Essential questions:
1. How can I solve fraction word problems by using models pictures and
equations?

Resources:
http://www.iq.poquoson.org/4math/4mathwordproblems2.htm (online
quiz)

http://www.softschools.com/quizzes/math/fraction_word_problems/quiz696.
html (online quiz)

http://math.about.com/od/fractionsrounding1/a/freefractions.htm
(worksheet)

http://www.slideshare.net/chambless.laura/4th-grade-multidiv-word-
problems-and-fractions-pd-13885694 (powerpoint)

http://www.teacherspayteachers.com/Product/Performance-Based-Tasks-for-
4th-Grade-Common-Core-Fractions (Test Prep, Assessment, Printables)
$3.00

http://www.mathwire.com/fractions/fracps.html (problem solving)

 4.NF.4 - Apply and extend previous understandings of
multiplication to multiply a fraction by a whole number.

4.NF.4.a - 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 x (1/4), recording the conclusion by the equation 5/4 =
5 x (1/4).

Learning Targets:
 I can explain why a/b = a x 1/b using models. For example, 3/4 = 1/4

+ 1/4 + 1/4 = 3 x 1/4).

Essential Questions:
1. How do I find a fraction of a whole number?
2. How do I identify and record the fraction of a whole or group?
3. How can I use my knowledge of repeated addition to represent the
multiplication of a fraction by a whole number?

Resources:
http://www.ixl.com/standards/common-core/math/grade-4
( interactive games)

http://www.teacherspayteachers.com/Product/4th-Grade-Math-
Common-Core-Worksheet-4NF4a (worksheet $1.00)

http://learnzillion.com/lessons/210-multiply-whole-numbers-by-
fractions-using-repeated-addition (video)

www.mathsolutions.com/documents/0-941355-64-0_l.pdf (lesson)
4.NF.4.b - 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 x (2/5) as 6
x (1/5), recognizing this product as 6/5. (In general, n x (a/b) =
(n x a)/b.)

Learning Targets:
 I can decompose a fraction into multiple unit fractions. 5 x 7/8 = 5 x

(7 x 1/8) = (5 x 7) x 1/8 = 35 x 1/8 -or- 35/8.

Essential Questions:
1. How can I multiply a fraction by a whole number?

Resources:
http://www.quia.com/cb/95583.html (Multiply Fractions Jeopardy)

http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-
Fractions-Millionaire.html (interactive game)

http://www.mathsisfun.com/fractions_multiplication.html (lesson and

rhyme)

http://www.teacherspayteachers.com/Product/Baking-with-Fractions-Using-
Fractions-in-Real-Life (Baking with fractions activity $2.75)

http://www.learn-with-math-games.com/multiplying-and-dividing-
fractions.html (visual example)

http://lessonplanspage.com/mathmultiplyingfractionsmanipulatives46-htm/
(lesson on Multiplying Fractions using Manipulatives)
4.NF.4.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?

Learning Targets:
 I can solve word problems that involve a whole number and a

fraction.

Essential Questions:
1. How can I multiply a fraction by a whole number within a word
problem?

Resources:
http://www.youtube.com/watch?v=weqruNQ3EL4 (video)

http://www.basic-mathematics.com/multiplying-fractions-word-
problems.html (examples of word problems)

http://learnzillion.com/lessons/1430-solve-word-problems-involving-
multiplying-a-fraction-by-a-whole-number (video)

http://learnzillion.com/lessons/126-multiply-fractions-by-whole-numbers-
using-models (vidoe)

http://www.k-5mathteachingresources.com/support-
files/wholenumberxfractionwordproblems.pdf (worksheet)
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.
For example, express 3/10 as 30/100, and add 3/10 + 4/100 =
34/100.

Learning Targets:
 I can write a fraction with a denominator of 10 as an equivalent

fraction with a denominator of 100.

 I can add two fractions with denominators 10 and 100.

Essential Questions:
1. How can decimals be used in real life?
2. How can I represent 0.10’s and 0.01’s on a grid?

Resources
http://www.illustrativemathematics.org/illustrations/153 (quiz on adding
tenths and hundredths)

http://www.mathsisfun.com/worksheets/print.php?w=1887&ID=4826
(worksheet)

http://www.mathsisfun.com/worksheets/print.php?w=1889&ID=4826
(worksheet)

https://grade4commoncoremath.wikispaces.hcpss.org/file/view/Flag
%20Fraction.pdf/402796412/Flag%20Fraction.pdf (task)

https://grade4commoncoremath.wikispaces.hcpss.org/file/view/Dismissal
%20Duty%20%20.pdf/402796378/Dismissal%20Duty%20%20.pdf (task)

http://learnzillion.com/lessons/351-add-fractions-with-tenths-and-
hundredths-denominators (video)
4.NF.6 - Use decimal notation for fractions with
denominators 10 or 100. For example, rewrite 0.62 as
62/100; describe a length as 0.62 meters; locate 0.62 on a
number line diagram.

Learning Targets:
 I can explain the relationship between a fraction and a decimal.

 I can show a fraction with a denominator of 10 or 100 as a decimal.

 I can identify the tenths and hundredths place.

 I can show a decimal on a number line.

Essential Questions:
1. How can a fraction with a denominator of 10 or 100 be represented as
a decimal?
Resources:
http://www.internet4classrooms.com/common_core/use_decimal_notation_f
ractions_denominators_10_number_operations_fractions_fourth_4th_grade_
math_mathematics.htm (activities and games)

https://docs.google.com/a/bryantschools.org/document/d/18Ox9Qw0jL_iM7
wLG9MCW9Zkgm0ysto4_po79zgE-u2k/edit?hl=en_US&pli=1 (activities

http://www.visualfractions.com/slidescale/slidescale.html (game)
 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.

Explanation of what this standard means:

Compare two decimals to hundreths by reasoning about their size when the
two decimals refer to the same whole. Use >, <, =

Explanation of what students need to know/understand/do:

Compare 2 decimals to hundredths by reasoning about their size, only when
the 2 refer to the same whole.
Record and justify using >, <, or =

Resources
http://www.ixl.com/standards/common-core/math/grade-4

https://www.khanacademy.org/math/arithmetic/decimals/decimal_place_val
ue/v/comparing-decimals (video)

http://www.ixl.com/standards/common-core/math/grade-4 (games and

activities)

https://docs.google.com/a/bryantschools.org/document/d/1tr-
L_ZRRzFMFxWA2tJrdwtW1M9LzBGeo5hJKCYRtJVo/edit?
hl=en_US&pli=1 (lesson)

https://docs.google.com/a/bryantschools.org/document/d/1RAXPEIp2rjWlw
xmaNM2KIzAZ4rnlYtIoIf-byGCQsTs/edit?hl=en_US&pli=1 (lesson)

https://docs.google.com/a/bryantschools.org/file/d/0B2ZmEgbHrS3GZjMx
N2VkZWUtNzk3ZS00ZjA4LTljZTQtY2I4NjZlOGFkMTJh/edit?
hl=en_US&pli=1 (activity)
https://docs.google.com/a/bryantschools.org/file/d/0B2ZmEgbHrS3GMz
hjMDdkNDItNWI3ZS00NjA3LWE0MmItMmQwY2UzYWExZGNh/ed
it?hl=en_US&pli=1 (activity)

http://www.mathplayground.com/Decention/Decention.html (online
game)

http://www.commoncoremathlessons.com/p/grade-4.html