Grade 4: Unit 13Fractions

Concepts 2Unit Resources

Unit Vocabulary Unit Assessment

Unit 13: Concept 1Least Common Multiple

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lsTIME FRAME: 2 – 3 days PREREQUISITE SKILLSLeast Common Multiple Identify the least common multiple of 2 numbers Identify the least common multiple of 3 numbers

Basic multiplication facts Multiples of a whole number

VSC OBJECTIVE (calculators allowed)5.6.B.1.d Identify a common multiple and the least common multipleASSESSMENT LIMIT: Use no more than 4 single digit whole numbers

VOCABULARYmultipleleast common multiple (LCM)

ENDURING UNDERSTANDINGS Every whole number greater than one is either a prime number or can be uniquely

factored as a product of primes.ESSENTIAL QUESTIONS How can a number be broken into its smallest factors? How can you find a common multiple of two or more numbers?CONCEPT KNOWLEDGE AND PROCESS Multiples of a number are the number multiplied by any whole number. Start the multiples of a number by multiplying it by 1.ERROR INTERVENTIONIF students are not sure how to begin

finding the least common multipleTHEN consider writing the first five multiples of

each number. If the LCM does not appear, extend the list until a common multiple appears.

IF students have trouble identifying multiples of a number

THEN consider hanging sentence strips of multiples to which students can refer or allow students to use a multiplication matrix.

Unit 13: Concept 1Least Common Multiple

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

VisualSpatial

Using Times Table to Find LCMs*SF Grade 5 TE Lesson 8-3 (p. 464A)

Students will use a multiplication table to identify common multiples.

Colored pencils Multiplication table* Highlighters

Visual Venn Diagram* Students identify the LCM by creating a Venn diagram to find the common multiples of two numbers.

Venn Diagram Template* Calculator* Multiplication table*

VerbalSocial

Factoring to Find the LCDSF Grade 5 TE Lesson 8-3 (p. 464B)

Students use the product of denominators to find common multiples.

Index cards Fractions tiles*

VisualSpatial

Periodic Table of Multiples Students create a coded system to identify the multiples of each number on a hundreds chart.

Hundred chart*

SocialGame

LCM Roll Have students work in teams of three. One student rolls the dice and the other two students try to be the first to list the factors and find the LCM.

A pair of number cubes per team

SocialGame

LCM – I Have… Who Has? Students practice finding the LCM of two numbers by playing “I Have… Who Has?”

I Have… Who Has? cards

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Unit 13: Concept 1Least Common Multiple

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RESOURCESSub-Skills Teacher Created Materials Adopted Textbooks Technology

Identify the least common multiple of 2 numbers

MW Exploring LCM MW Exploring LCM with t

chart MW Identify LCM 2

numbers

Grade 5 TE Lesson 8-3 (pp. 464A-465)

WEB: LCM WEB: Help with Fractions: LCM WEB: Math League: LCM

Identify the least common multiple of 3 numbers

MW Identify LCM 3 numbers

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Unit 13: Concept 2Equivalent Fractions

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lsTIME FRAME: 3 - 5 days PREREQUISITE SKILLSEquivalent Fractions Concrete representation of equivalent fractions Process of finding equivalent fractions

Numeric Patterns Basic multiplication facts Basic division facts Multiples Fraction Concepts

VSC OBJECTIVE (calculators not allowed)5.6.A.1.c Identify or determine equivalent forms of proper fractionsASSESSMENT LIMIT: Use denominators that are factors of 100, decimals, or percents (0 to 200)

VOCABULARYfractionnumeratordenominatorequivalent fractions

ENDURING UNDERSTANDINGS Fractions express a relationship between two numbers.ESSENTIAL QUESTIONS What determines an appropriate representation of a number? How are numbers that represent fractional parts compared? How does knowledge of the greatest common factor and the least common multiple help in

comparing fractions?CONCEPT KNOWLEDGE AND PROCESS Equivalent forms of a number name the same amount in different terms. Equivalent fractions can be found by multiplying the numerator and denominator by the same

number, 1, when written as , , etc…

ERROR INTERVENTIONIF students don’t know their basic

multiplication factsTHEN consider hanging sentence strips with multiples to

which students can refer until they master them.IF students have difficulty

remembering which number is the numerator and which is the denominator

THEN consider this memory association technique: in a fraction, one number is UP above the line and one is DOWN below the line. Numerator has a “u” in it so it goes above the line. Denominator begins with “d” so it goes below the line.

IF students have difficulty converting the denominator of a fraction to 100

THEN consider having students list the factors of 100.

Unit 13: Concept 2Equivalent Fractions

IF students forget to multiply both the numerator and denominator

THEN consider having students show the multiplication or division and remember: Thou shall do onto the numerator as you do onto the denominator.

1 x 3 32 x 3 6

=

Unit 13: Concept 2Equivalent Fractions

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

KinestheticSpatial

Show Me What You Equal! Students use fraction tiles to find equivalent fractions.

Fraction tiles*

Game Fraction Bingo Students play bingo using fraction bingo cards.

Fraction bingo cards

Social Fraction Rummy Students play in pairs or groups of four. To win, a student must play all of his or her cards.

Fraction rummy cards

VisualSpatial

What’s the Fraction? SF Grade 5 TE Lesson 7-7 (p. 410B)

Students see equivalent fractions by making different-sized groups of counters.

Two-color counters

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Unit 13: Concept 2Equivalent Fractions

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RESOURCESSub-Skills Teacher Created Materials Adopted Textbooks Technology

Concrete representation of equivalent fractions

MW Exploring Equivalent Fractions

Grade 4 TE Lesson 9-6 (pp. 516A-517)

Grade 5 TE Lesson 7-7 (p. 410A)

Grade 5 TE Lesson 7-8 (p. 412A)

WEB: Math Is Fun: Equivalent Fractions

WEB: Equivalent Fractions WEB: Equivalent Fraction Finder WEB: Cool Math: Equivalent

Fractions WEB: fractions – equivalent -

NLVM WEB: Math League: Equivalent

Fractions WEB: Help with Fractions:

Equivalent Fractions

Process of finding equivalent fractions

MW Equivalent Fractions

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Unit 13: Concept 3Add and Subtract Proper Fractions with Unlike Denominators

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lsTIME FRAME: 5 - 7 days PREREQUISITE SKILLSAdd and Subtract Proper Fractions with Unlike Denominators Add proper fractions with unlike denominators Subtract proper fractions with unlike denominators

Fraction concepts Add and subtract fractions with

like denominators Least Common Multiple Equivalent Fractions

VSC OBJECTIVE (calculators not allowed)5.6.C.1.d Add and subtract proper fractions and mixed numbers with answers in simplest formASSESSMENT LIMIT: Use denominators as factors of 24 and numbers (0 to 20)

VOCABULARYfractionnumeratordenominatorequivalent fractionsmultipleleast common multiple (LCM)common denominatorleast common denominator (LCD)

ENDURING UNDERSTANDINGS Operation strategies with fractions are similar to those used with whole numbers. Fractions represent parts of a whole or group. Fractions can be compared using a variety of models.ESSENTIAL QUESTIONS What strategies can be developed to show computation with fractions? How are models used to show how fractional parts are combined or separated? How can fractions be modeled using numerals, regions, set, and number lines?CONCEPT KNOWLEDGE AND PROCESS A fraction is an equal part of a whole or part of a group (set). To add or subtract fractions or mixed numbers with unlike denominators, change the

number sentence to a simpler one with like denominators.ERROR INTERVENTIONIF students add or subtract the

denominators before finding common denominators

THEN consider telling them that fractions must have common denominators in order to be added together.

IF students are having trouble deciding on the denominators for equivalent fractions

THEN consider having them use fraction strips and a try, check, and revise strategy.

Unit 13: Concept 3Add and Subtract Proper Fractions with Unlike Denominators

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

Kinesthetic Modeling Sums and Differences with Unlike DenominatorsSF Grade 5 TE Lesson 8-2 (p. 462A)

Students exchange fraction pieces to add and subtract fractions with like and unlike denominators.

Circle models* Scissors

Kinesthetic Make One Whole SF Grade 5 TE Lesson 8-2 (p. 462B)

Using fraction strips, students find three fractions whose sum equals one whole.

Fraction strips*

KinestheticVisual

Manipulating Fractions Using fraction tiles, students find equivalent fractions to add and subtract fractions with unlike denominators.

Fraction tiles/bars*

Auditory Unlike Fractions Song Students will sing a song to remember to change unlike denominators to like denominators before adding or subtracting.

Unlike Fractions Song

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Unit 13: Concept 3Add and Subtract Proper Fractions with Unlike Denominators

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RESOURCESSub-Skills Teacher Created Materials Adopted Textbooks Technology

Add proper fractions with unlike denominators

MW Exploring Add Fractions with unlike denominators

MW Add Fractions with unlike denominators LCD

MW Add Fractions with unlike denominators

Grade 4 TE Lesson 10-3 (pp. 568A-571)

Grade 5 TE Lesson 8-2 (pp. 462A-463)

Grade 5 TE Lesson 8-4 (pp. 466A – 469)

Grade 4 TE Lesson 10-5 (pp. 578A-583)

WEB: Add Fractions WEB: Visual Fractions: Add Fractions WEB: Cool Math: Add Fractions WEB: NLVM WEB: AAAMath: Subtract Fractions WEB: Adding Fractions - NLVM

Subtract proper fractions with unlike denominators

MW Exploring Subtract Fractions with unlike denominators

MW Subtract Fractions with unlike denominators LCD

MW Subtract Fractions with unlike denominators

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Grade 4: Unit 14Whole Number Computation 2

Unit Resources

Unit Vocabulary Unit Assessment

Unit 14: Concept 1Subtract Whole Numbers

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lsTIME FRAME: 3 - 5 days PREREQUISITE SKILLSSubtract Whole Numbers Subtract 4-digit minus 4-digit regrouping once Subtract 4-digit minus 4-digit regrouping twice Subtract 4-digit minus 4-digit regrouping three times

Subtract up to 3-digit minus 3-digit regrouping once Subtract up to 3-digit minus 3-digit regrouping twice Subtract up to 3-digit minus 3-digit regrouping three

times

VSC OBJECTIVE (calculators not allowed)4.6.C.1.b Subtract whole numbersASSESSMENT LIMIT: Use a minuend and subtrahend with no more than 4-digits in each and whole numbers (0 to 9,999)

VOCABULARYplace valuedigitregroupdifference

ENDURING UNDERSTANDINGS Computation involves taking and combining numbers using a variety of strategies. Flexible methods of computation involve grouping numbers in a variety of ways. Sums and differences of numbers less than 19 provide a foundation for number concepts.ESSENTIAL QUESTIONS What happens to a quantity when a number is composed in a different way? What strategies can be used for finding sums and differences? What are strategies for mastering the basic facts?CONCEPT KNOWLEDGE AND PROCESS Subtraction is the operation of taking away, removing, or comparing to find differences or the

amount of the number decreases. Numbers in the same place value can be combined or subtracted. Regrouping does not change the amount, but rather groups it differently.ERROR INTERVENTIONIF students are making mistakes

because they are not lining up the digits properly

THEN consider using grid paper to write digits in the squares so the digits are lined up correctly.

IF students have trouble with the concept of regrouping

THEN consider going back to the place-value mats and using manipulatives to model bringing a ten over from the tens place, breaking it up, and giving it to the ones.

IF students regroup for every exercise THEN consider using the mnemonic Bigger Bottom Trade, or Smaller on Top? Stop and Trade!

Unit 14: Concept 1Subtract Whole Numbers

IF students regroup the wrong column or don’t regroup when they should

THEN consider having them using the mnemonic, “More on the floor, go next door.” The student circles the larger number in each place; if the circle is on the bottom, they draw an arrow to the number at the top, “next door.”

Unit 14: Concept 1Subtract Whole Numbers

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

Kinesthetic Reqrouping With Place Value Blocks*SF Grade 5 TE Lesson 1-11 (p. 36B)

Write the equation for an addition or subtraction problem horizontally. Use place value blocks to see the addition or subtraction problem and solve it.

Place-value blocks*

VisualSpatial

Line up the digits*SF Grade 5 TE Lesson 1-11 (p. 36B)

Using place-value charts, students work in pairs to add and subtract five-digit numbers.

Place-value charts*

VerbalSocial

Fast Facts Students compete against a partner to find sums and differences first.

2 or 3 number cubes per team

Social Subtraction War Students play a modified version of the card game “War” to practice basic subtraction facts.

Subtraction flashcards

Linguistic Operation Word Sort Students identify key words that relate to the four operations.

Operation Key Words

Game Subtraction Action The students will practice subtracting 2-digit numbers while using estimation to create the largest difference when subtracting the 2-digit numbers.

2 sets of 0-9 Digit Cards 5 Counters Score Card

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Unit 14: Concept 1Subtract Whole Numbers

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Sub-Skills Teacher Created Materials Adopted Textbooks TechnologySubtract 4-digit minus 4-digit regrouping once

MW Exploring Subtraction MW Subtraction regroup 1x

Grade 4 TE Lesson 2-7 (pp.82A-85)

Grade 5 TE Lesson 1-11 (pp. 36A-37)

WEB: NLVM - Base Blocks Subtraction

US: Math Mastery Subtraction WEB: Subtraction Problems Online WEB: Thinking Blocks: Online

Word Problems WEB: Math is Cool: Subtraction WEB: Subtraction WEB: Songs for Teaching: Addition

& Subtraction WEB: Math is Cool: Subtraction2

Subtract 4-digit minus 4-digit regrouping twice

MW Subtraction regroup 2x

Subtract 4-digit minus 4-digit regrouping three times

MW Subtraction regroup 3x

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Unit 14: Concept 2Multiply Whole Numbers

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TIME FRAME: 3 - 5 days PREREQUISITE SKILLSMultiply Whole Numbers Multiply 2-digit by 2-digit as multiple of ten Multiply 2-digit by 2-digit Multiplication problem solving

Basic multiplication facts Multiplication up to 3-digit by 1-digit

VSC OBJECTIVE (calculators not allowed)5.6.C.1.a Multiply whole numbersASSESSMENT LIMIT: Use a 3-digit factor by another factor with no more than 2-digits and whole numbers (0 to 10,000)

VOCABULARYpartial productproductfactor

ENDURING UNDERSTANDINGS Proficiency with basic facts aids in estimation and computation with larger and smaller

numbers. Multiplication and division can be accomplished through the addition and subtraction of

partial products. Multiplication is repeated addition and is related to division.ESSENTIAL QUESTIONS What strategies aid in mastering multiplication and division facts? What is the relationship among factors, products, and quotients? How can multiples be used to solve problems? What strategies are used to estimate products and quotients? How can knowledge of place value help with multiplication and division of large numbers?CONCEPT KNOWLEDGE AND PROCESS Multiplication is the operation of repeated addition of the same number.ERROR INTERVENTIONIF students have trouble keeping track

of multiple regroupingTHEN consider having them cross out regroupings

for ones before proceeding to multiply by tens and then write a zero underneath the ones digit in their partial product.

IF students line up problems incorrectly THEN consider having them use a place value chart or graph paper in which to line up the ones place. They may want to turn the paper vertically and use the lines to help them with lining up.

Unit 14: Concept 2Multiply Whole Numbers

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

VisualSpatial

Line Them Up*SF Grade 5 TE Lesson 2-4 (p. 72B)

Have students use grid paper with the ones, tens, and hundreds column labeled to set up and solve multiplication problems.

Grid paper*

Visual Patterns in the Multiplication ProcedureSF Grade 5 TE Lesson 2-4 (p. 72B)

Write out all of the steps to a multiplication problem and have students identify and analyze the patterns found in solving the problem.

VisualCooperative

Squat Split the class into teams sitting in rows facing the chalkboard. The first student in each row must solve a problem and be the first to squat. The first student to answer the problem correctly and squat earns a point for their team. After going to the board, students move to the back of their team.

Kinesthetic Place Value Block Multiplication*SF Grade 5 TE Lesson 2-4 (p. 72A)

Use place-value blocks to show that multiplication is the same as repeated addition. Example: 125 x 4 is the same as 125 + 125 + 125 +125.

Place Value Blocks*

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Unit 14: Concept 2Multiply Whole Numbers

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RESOURCESSub-Skills Teacher Created Materials Adopted Textbooks Technology

Multiply 2-digit by 2-digit as multiple of ten

MW Exploring Multiplication by multiples of 10

MW Multiplication by multiples of 10

Grade 4 TE Lesson 6-1 (pp. 314A-315)

Grade 5 TE Lesson 2-4 (pp. 72A-75)

Grade 4 TE Lesson 6-5 (pp. 332A-335)

Grade 5 TE Lesson 2-1 (pp. 66A-67)

US: Math Mansion 16: Double Digit Dating

US: Math Mystery: Lesson 6: Multiplying by Two or More Digits

WEB: Rectangle Multiplication - NLVM

WEB: EDFAC: Formal Algorithms for Multiplication

Multiply 2-digit by 2-digit

MW Exploring Multiplication 2 digit by 2 digit

MW Multiplication 2 digit by 2 digit

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Unit 14: Concept 3Divide Whole Numbers

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TIME FRAME: 3 - 5 days PREREQUISITE SKILLSDivide Whole Numbers Divide with 2-digit divisor as multiple of ten Divide with 2-digit divisor Division word problems

Basic division facts Divisibility rules Long Division with 1-digit divisor

VSC OBJECTIVE (calculators not allowed)5.6.C.1.b Divide whole numbersASSESSMENT LIMIT: Use a dividend with no more than a 4-digits by 2-digit divisor and whole numbers (0 to 9,999)

VOCABULARYdigitdivisordividendquotientremainder

ENDURING UNDERSTANDINGS Proficiency with basic facts aids in estimation and computation with larger and smaller

numbers. Multiplication and division can be accomplished through the addition and subtraction of partial

products.ESSENTIAL QUESTIONS What strategies aid in mastering multiplication and division facts? What is the relationship among factors, products, and quotients? How can multiples be used to solve problems? What strategies are used to estimate products and quotients? How can knowledge of place value help with multiplication and division of large numbers?CONCEPT KNOWLEDGE AND PROCESS Division is the operation of making equal groups and finding the number in each group or the

number of groups.ERROR INTERVENTIONIF students put the first digit of the

quotient in the wrong placeTHEN consider having them cover the digits in the

dividend and uncover them one at a time until the divisor can be divided into it. Then place the answer above that digit.

IF students have trouble dividing THEN consider creating a chart that lists the steps needed to divide using the mnemonic device: Dad, Mom, Sister Brother for Divide, Multiply, Subtract, Bring Down.

Unit 14: Concept 3Divide Whole Numbers

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

Linguistic Long-Division StepsSF Grade 5 TE Lesson 3-6 (p. 152B)

After presenting the steps for dividing, have students solve a division problem using long division and explaining the steps.

Long division problems

KinestheticVisual

Calculator First Have students solve division problems using a calculator first. Once they have the answer, have them work through the problem using long division.

Grid paper* Calculator*

VisualCooperativeLinguistic

Create a process chart Students work in groups to create a poster that outlines the steps in the algorithm for division.

Chart paper Markers Example process chart*

Kinesthetic/Visual

Division by Multiples of 10 Scavenger Hunt

Students solve division problems posted on chart paper at different stations around the room. The quotient is the number of the next station that they will attend.

Division problems on chart paper

Scavenger Hunt Paper for each student

One Ziploc bag per student Treats (e.g. homework passes,

paper clip, mints, stickers, lollipops, etc.)

Visual Not Enough Food Students will interpret remainders by sharing food and determine if people can get an equal share.

Donuts or other food that come in a pack

Linguistic Operation Word Sort Students identify key words that relate to the four operations.

Operation Key Words

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Unit 14: Concept 3Divide Whole Numbers

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Divide with 2-digit divisor as multiple of ten

MW Exploring Division MW Division Multiples of

10

SF Grade 4 TE Lesson 7-13 (pp. 406A-407

SF Grade 5 TE Lesson 3-2 (pp. 136A-137)

SF Grade 5 TE Lesson 4-1 (pp. 202A-203)

SF Grade 4 TE Lesson 7-14 (pp. 408A-411)

WEB: Eduplace: Multiples of Ten WEB: Numbernut: Multiplication

Divide with 2-digit divisor

MW Division 2digit by 2digit no remainders

MW Division 2digit by 2 digit

MW Division 3digit by 2digit no remainders

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Grade 4: Unit 15Simplify and

Compare FractionsUnit Resources

Unit Vocabulary Unit Assessment

Unit 15: Concept 1Identify GCF and Simplify Fractions

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TIME FRAME: 5 - 7 days PREREQUISITE SKILLSIdentify GCF and Simplify Fractions Identify the greatest common factor Use the greatest common factor to simplify fractions

Multiplication facts Factors of a number Divisibility rules Equivalent fractions

VSC OBJECTIVE (calculators allowed)5.6.B.1.c Identify the greatest common factorASSESSMENT LIMIT: Use 2 numbers whose GCF is no more than 10 and whole numbers (0 to 100)

VOCABULARYfractionnumeratordenominatorgreatest common factor (GCF)simplifysimplest form

ENDURING UNDERSTANDINGS Fractions express a relationship between two numbers.ESSENTIAL QUESTIONS How does knowledge of greatest common factor and least common multiple help in

comparing fractions?CONCEPT KNOWLEDGE AND PROCESS Equivalent forms of a number name the same amount in different terms. Fractions are in simplest form when the numerator and denominator do not have any

common factors other than one.

ERROR INTERVENTIONIF students don’t know their

multiplication and division factsTHEN consider having students use multiplication

charts, counting strips, or calculators.

IF students confuse factors with multiples

THEN consider having students list factors horizontally and multiples vertically. List factors as factor pairs and always begin with 1.

IF students confuse factors with multiples

THEN consider posting a chart that reminds them that multiples mean counting by that number and factors means facts that multiply together to get that number.

Baltimore City Schools – Office of Mathematics Grade 4 Math Curriculum DRAFT Page 25officeofmath@bcps.k12.md.us

Unit 15: Concept 1Identify GCF and Simplify Fractions

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

AuditoryKinesthetic

It’s in the CardsSF Grade 5 TE Lesson 7-9 (p. 414A)

Students use index cards to identify factors of digits.

36 Index cards per student

VisualVerbal

Something in CommonSF Grade 5 TE Lesson 7-9 (p. 414B)

Students list and identify factors that are the same.

Index cards Highlighters Calculators*

VisualSpatial

Factor CheckSF Grade 5 TE Lesson 7-10 (p. 416A)

Students use numerators to identify factors.

Calculators*

Visual Spot the Gold Under the Rainbow

Students create a “factor rainbow” to ensure that all factors are listed before identifying the GCF.

Chart paper Markers

CooperativeGame

Find My Factors Students work in pairs to find all the factors of a number.

Number cubes Paper Pencils

Auditory Simple or Not?SF Grade 5 TE Lesson 7-10 (p. 416B)

Students draw two cards and determine if the fraction is in its simplest form. If it is not, they find the simplest form of the fraction.

Number cards (Teaching Tools 8 and 18)

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Baltimore City Schools – Office of Mathematics Grade 4 Math Curriculum DRAFT Page 26officeofmath@bcps.k12.md.us

Unit 15: Concept 1Identify GCF and Simplify Fractions

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RESOURCESSub-Skills Teacher Created

Materials Adopted Textbooks TechnologyIdentify the greatest common factor

MW Exploring GCF MW GCF

SF Grade 4 TE Lesson 9-7 (pp. 520A-521)

SF Grade 5 TE Lesson 7-9 (pp. 414A-415)

SF Grade 5 TE Lesson 7-10 (pp. 416-417)

US: The Pumped Up World of Pre- Algebra, Program 2; Vital Concepts: Section C

WEB: GCF WEB: Greatest Common Factor Challenge WEB: Math League: GCF WEB: Factor Tree, GCF, LCD WEB: Amby: GCF WEB: Math is Fun: Simplifying Fractions

Using GCF US: Math Mastery Fractions US: The Zany World of Basic

Math:Module 7

Use the greatest common factor to simplify fractions

MW Exploring Simplify Fractions

MW Simplify Fractions

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Baltimore City Schools – Office of Mathematics Grade 4 Math Curriculum DRAFT Page 27officeofmath@bcps.k12.md.us

Unit 15: Concept 2Compare and Order Fractions with Unlike Denominators

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lsTIME FRAME: 5 - 7 days PREREQUISITE SKILLSCompare & Order Fractions with Unlike Denominators Compare fractions with unlike denominators Order fractions with unlike denominators Compare mixed numbers with unlike denominators Order mixed numbers with unlike denominators

Compare fractions with like denominators Order fractions with like denominators Least common multiple Equivalent fractions Greatest common factor (GCF)

VSC OBJECTIVE (calculators allowed)5.6.A.1.d Compare or order fractions with or without using the symbols (>, <, =)ASSESSMENT LIMIT: Use no more than 4 fractions or mixed numbers with denominators that are factors of 100 and numbers (0 to 100)

VOCABULARYfractionnumeratordenominatorequivalent fractionfactorgreatest common factor (GCF)simplifysimplest formmultipleleast common multiple (LCM)common denominatorleast common denominator (LCD)compareorder

ENDURING UNDERSTANDINGS Fractions can be compared using a variety of models. Fractions express a relationship between two numbers.ESSENTIAL QUESTIONS How is the ordering of fractions the same as ordering whole numbers and how is it different? How are the numerator and denominator related? How can the fractional parts of a set be modeled? How can fractions be modeled using numerals, regions, sets, and number lines?CONCEPT KNOWLEDGE AND PROCESS A fraction is an EQUAL part of a whole or EQUAL part of a group. The numerator is the number of equal parts you have or want; the denominator is the TOTAL

number of equal parts in the whole. A mixed number is a whole number and a fraction. When comparing and ordering fractions with unlike numerators and denominators,

equivalent fractions can be found with a common denominator.ERROR INTERVENTIONIF students have difficulty using different

strategies for ordering three or more fractions

THEN consider having them find a common denominator by using the least common multiple (LCM).

IF students have difficulty comparing two fractions

THEN consider having them multiply the denominators and using that as a common denominator.

IF students have difficulty comparing two fractions

THEN consider having them use fraction strips.

Baltimore City Schools – Office of Mathematics Grade 4 Math Curriculum DRAFT Page 28officeofmath@bcps.k12.md.us

Unit 15: Concept 2Compare and Order Fractions with Unlike Denominators

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LEARNING ACTIVITIES AND STRATEGIESActivity Description Materials

VisualKinesthetic

Which is Bigger?* SF Grade 5 TE Lesson 7-11 (p. 418A)

Students compare the lengths of fraction strips to compare and order fractions.

Fraction Strips*

KinestheticSpatial

Weighing Fractions* Students use fraction bars on a scale to compare fractions and mixed numbers.

Scales Fraction bars*

Visual Relationship Flash Given two fractions or mixed numbers, students hold up an index card with <, >, or = on it.

3 index cards per student Whiteboards or chalkboards Dry-erase markers or chalk Fraction tiles*

Game Draw and PlaceSF Grade 5 TE Lesson 7-12 (p. 420B)

Students play a game where the student with the largest fraction wins the set of cards.

Index cards

VisualKinesthetic

No Pen, No Paper Students compare and order fractions by using fraction bars to see the size of each fraction.

Fraction bars/tiles

DIFFERENTIATION CROSS-CURRICULAR CONNECTIONS

Accommodations* G.A.T.E./Enrichment Artful Teaching Literacy Integration

Baltimore City Schools – Office of Mathematics Grade 4 Math Curriculum DRAFT Page 29officeofmath@bcps.k12.md.us

Unit 15: Concept 2Compare and Order Fractions with Unlike Denominators

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Compare fractions with unlike denominators

MW Exploring Compare fractions unlike denominators

MW Exploring Compare fractions unlike denominators LCD

MW Compare fractions unlike denominators

Grade 4 TE Lesson 9-9 (pp. 524A-527)

Grade 5 TE Lesson 7-11 (pp. 418A- 419)

Grade 5 TE Lesson 7-12 (pp. 420A-423)

Grade 4 TE Lesson 9-11 (pp.534A-535)

WEB: Math Is Fun: Compare Fractions

WEB: Fraction Pointer WEB: Fraction Sorter WEB: Compare Fractions WEB: Math League: Comparing

FractionsOrder fractions with unlike denominators

MW Exploring order fractions unlike denominators

MW Order fractions unlike denominators

Compare mixed numbers with unlike denominators

MW Compare mixed numbers unlike denominators

Order mixed numbers with unlike denominators

MW Order mixed numbers unlike denominators

Writing in Math Other Resources

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TRACKING SHEET CONCEPT ASSESSMENT

MULTIPLE CHOICE QUESTION BANK

OTHER WAYS TO ASSESS

Baltimore City Schools – Office of Mathematics Grade 4 Math Curriculum DRAFT Page 30officeofmath@bcps.k12.md.us