

Unit 3 Fraction, Equivalence, Ordering, and
Operations Grade 4 Math 

Unit Length and Description: 40 days Students recognize and generate
equivalent fractions. They work with
visual models using these to find patterns to develop understanding. Students
use their knowledge and understanding of equivalence and ordering of
fractions to create line plots to show a data set of objects and solve simple
word problems. Students extend their
understanding of composing and decomposing unit fractions to understanding
how to add and subtract fractions with like denominators and composing and
decomposing nonunit fractions. They understand
that fractional units behave just like other units, for example, 3 fifths + 1
fifth = 4 fifths. Students begin with
visual models such as the area model, fraction strips, and number lines, then
progress to making generalizations for addition and subtraction of fractions
with like denominators. Students begin multiplication of a
fraction by a whole number using visual representations. Students connect the
meaning of multiplication of whole numbers to multiplication of a fraction by
a whole number for example, 5 x 1/3 means 5 groups of 1/3. Students use area models, fraction
strips, number lines, and tape diagrams to solve word problems involving
addition and subtraction of fractions with like denominators, and
multiplication of a fraction by a whole number. 

Standards:


Enduring Understandings: ·
Fractions
can be composed and decomposed from unit fractions. ·
Mixed
numbers and improper fractions can be used interchangeably. ·
Fractions
can be represented visually and in written form. ·
Fractions
with differing parts can be the same size. ·
Fractions
of the same whole can be compared. ·
Fractional numbers and mixed numbers can be added,
subtracted, and multiplied. 
Essential Questions: ·
What does a fraction represent? ·
What is a mixed number and how can it be represented? ·
How can common numerators or denominators be created?
·
How can equivalent fractions be identified? ·
How can fractions with different numerators and
different denominators be compared? ·
How can fractions and mixed numbers be used
interchangeably? ·
How do we apply our understanding of fractions in
everyday life? ·
What is the relationship between a mixed number and a
fraction? 

