4.NF.5 - Hueneme School District

Report
Hueneme Elementary School District
Staff Development Day # 3
CCSS Mathematic Unit of Study
Grade 4
Introductions
Mariana Cabrera
Vincent Gomez
Ana Hinojosa
Unit 5
Title
Understanding Base Ten Fractions and Decimals
Length
20 Days
Key Points
● Read and write base ten
fractions and decimals
interchangeably.
● Represent base ten fractions
and decimals visually on a
number line and in an area
model.
● Compare decimals to
hundredths.
● Add fractions of 10ths and
100ths.
● Identifying errors
Enduring Understandings and Essential Questions
Enduring Understandings are those
concepts we want students to
remember ten years from now.
•
Relationships between parts of a
whole in base ten fractions and
decimals can be represented in
infinite ways.
Essential Questions are questions
based on the Enduring Understandings
that we use to guide or drive
instruction and assessment.
▪
▪
▪
▪
▪
▪
What is a fraction? When do we use
fractions in real life?
How are fractions and decimals
related?
How can you represent fractions and
decimals using an area model?
How can you represent fractions and
decimals using a number line?
What are some equivalent
representations for fractions, and
decimals?
How can you represent/compare
fractions that are related to different
wholes?
Academic Vocabulary
(Explicitly taught throughout the course of the unit)
Tier 2
Tier 3
(used across a variety of
subjects)
(subject specific)
* express
* compare
* justify
* tenths
* hundredths
* whole
* fraction
* denominator
* numerator
* >,<,=
* equivalent
Chapter 1 (4 days)
Essential Standard
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 100.4 For
example, express 3/10 as 30/100, and add 3/10
+ 4/100 = 34/100.
Enduring Understanding
Relationships between parts of a
whole in base ten fractions and
decimals can be represented in
infinite ways.
Essential Questions
● What is a whole?
● How does a fraction represent
the whole?
● What does the numerator
represent? Denominator?
● What is an equivalent fraction?
Learning Objective
(Unpacked Standards)
Students will demonstrate
understanding of place value of
fraction models: 10ths and 100ths
using models. (4.NF.5)
Suggested Resources for Chapter 1
Everyday Mathematics
•
N/A (not specific to Base Ten Fractions)
Math Routines
Howard County:
https://grade4commoncoremath.wikispaces.hcpss.org/Routine
•
•
•
•
Today’s Number
Number Talks
Rocket Math
Mental Math
Online Lessons/Practice
* Howard County :
https://grade4commoncoremath.wikispace
s.hcpss.org/
* Practice Sheets
http://www.commoncoresheets.com/
Videos/Interactives/Games
Everyday Math - Base-10 Exchange
•
Literature (Fiction/Informational Text)
* My Half Day by Doris Fisher
* If You Were a Fraction by Trista Speed Saskan
Writing
* Journal Prompts
* Reflection
* Opening Ended Questions
* Exit Slip
Homework
* Practice Sheets
http://www.commoncoresheets.com/
* Accelerated Math
EssentialStandards
Guaranteed: Taught and Assessed (Re-taught if necessary)
Number and Operations—Fractions 4.NF.5-7
Understand decimal notation for fractions and compare decimal fractions.
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 100.4 For example, express 3/10 as 30/100, and add 3/10
+ 4/100 = 34/100. (DOK 1)
4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For
example, rewrite 0.62 as 62/100;locate 0.62 on a number line diagram. (DOK 1)
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. (DOK 3)
Chapter 2 (Days:6)
Essential Standard
Essential Questions
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
100.4 For example, express 3/10 as
30/100, and add 3/10 + 4/100 =
34/100.
* How are 10ths and 100ths related?
* Do you have common
denominators?
Learning Objectives
•
Enduring Understanding
Relationships between parts of a
whole in base ten fractions and
decimals can be represented in
infinite ways.
•
Student will express fractions with
denominator 10 as an equivalent
fraction with denominator 100 and
vice versa. (4.NF.5)
Students will add fractions
denominator 10 and 100.For
example, express 3/10 as 30/100,
and add 3/10 + 4/100 = 34/100.
(4.NF.5)
Suggested Resources for Chapter 2
Everyday Mathematics
N/A (not specific to Base Ten Fractions)
•
Math Routines
Howard County:
https://grade4commoncoremath.wikispaces.hcpss.org/Routine
•
•
•
•
Today’s Number
Number Talks
Rocket Math
Mental Math
Writing
* Journal Prompts
* Reflection
* Opening Ended Questions
* Exit Slip
Online Lessons/Practice
Howard County
https://grade4commoncoremath.wikispaces.hcps
s.org/
Learn Zillion
http://learnzillion.com/lessons/336-convertfractions-into-decimals-to-the-tenths-place
http://learnzillion.com/lessons/351-add-fractionswith-tenths-and-hundredths-denominators
Common Core Sheets
http://www.commoncoresheets.com/
Videos/Interactives/Games
* Everyday Math - Base-10 Exchange
Homework
*Common Core Sheets
http://www.commoncoresheets.com/
*Accelerated Math
Chapter 3 (Days:6)
Essential Standards
4.NF.6.
Use decimal notation for fractions with
denominators 10 or 100. For example, rewrite 0.62
as 62/100; locate 0.62 on a number line diagram.
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.
Enduring Understanding
Relationships between parts of a whole
in base ten fractions and decimals can
be represented in infinite ways.
Essential Questions
* What is a fraction?
* What is a decimal?
* What is a number line?
•
Why are tenths larger then
hundredths?
Learning Objectives
*Students can show a decimal as a
fraction and a fraction as a decimal.
(4.NF.6)
*Students will represent a decimal in
relationship to a whole number on a
number line. (4.NF.6)
*Students can compare two decimals in
relationship to their value.(4.NF.7)
Suggested Resources for Chapter 3
Everyday Mathematics
*Unit 4 Lessons 1-3
Math Routines
Howard County:
https://grade4commoncoremath.wikispace
s.hcpss.org/Routine
Today’s Number
Number Talks
Rocket Math
Mental Math
•
•
•
•
Writing
* Journal Prompts
* Reflection
* Opening Ended Questions
* Exit Slip
Online Lessons/Practice
Howard County
https://grade4commoncoremath.wikispaces.hcps
s.org/
Learn Zillion
http://learnzillion.com/lessons/1424-convertdecimals-to-fractions-to-the-tenths-place-usingnumber-lines
http://learnzillion.com/lessons/3217-comparetwo-decimals-to-the-hundredths-place-usingfraction-models
Common Core Sheets
http://www.commoncoresheets.com/
Videos/Interactives/Games
*Everyday Math - Base-10 Exchange
Homework
* Common Core Sheets
http://www.commoncoresheets.com/
* Accelerated Math
Assessment
Formative
Summative
Teacher created/selected
Teacher created/selected
•
•
Measured Progress:
Benchmarks
•
Smarter Balanced
Assessment (3-8)
Measured Progress:
Testlets
Year at a Glance…..
• Unit 1
Place Value
• Unit 2
Addition and Subtraction of
Whole Numbers
• Unit 3
Multiplication of Whole
Numbers
• Unit 4
Division of Whole Numbers
• Unit 5
Understanding Base Ten
Fractions and Decimals
• Unit 6
Order and Compare Fractions
• Unit 7
Operations with Fractions
• Unit 8
Angles and Figures
• Unit 9
Conversion of Metric and US
Customary Systems

similar documents