Professional Documents
Culture Documents
E 4
Unit #5
GRAD
E 4
Rational numbers are a natural extension of the way that we use numbers.
The concept of whole is fundamental to the interpretation of rational numbers.
A fraction describes the division of a whole (region, set, segment) into equal parts.
The larger the name of the denominator the smaller the size of the piece.
Any rational number can be expressed as a fraction in an infinite number of equivalent forms, and
the forms are equivalent if the same portion of the set or area of the figure is represented or they
represent the same point of the number line.
When creating equivalent fractions all of the pieces in a whole are subdivided or partitioned thus
the amount of pieces named in the numerator is automatically partitioned in the same way.
Comparison to known benchmark quantities can help students determine the relative size of a
fractional piece because the benchmark quantity can clearly be seen as smaller as or larger than
the piece. One significant benchmark quantity is one-half.
A fraction can be named in more than one way and the fractions will be equivalent as long as the
same portion of the set or area of the figure is represented when the denominator is multiplied or
divided then the numerator is automatically divided into the same number of pieces because it is a
subcomponent of the denominator.
Standards
4.NF.A.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.
Tie in MP4, MP5, and MP7.
Instructional Notes
Students can use visual models to generate
equivalent fractions.
Example: All the models show 1/2 . The
second model shows 2/4 but also shows that
1/2 and 2/4 are equivalent fractions
because their areas are equivalent. When a
horizontal line is drawn through the center of
the model, the number of equal parts doubles
and size of the parts is halved. Students will
begin to notice connections between the models
and fractions in the way both the parts and
wholes are counted and begin to generate a rule
for writing equivalent fractions.
GRAD
E 4
1 2 2
=
2 2 4
1 2 2
=
2 2 4
1 3 3
=
2 3 6
1 4 4
=
2 4 8
Common Misconceptions:
Students think that when generating
equivalent fractions they need to multiply or
divide either the numerator or denominator,
1
such as, changing
to sixths. They would
2
1
multiply the denominator by 3 to get
,
6
instead of multiplying the numerator by 3
also. Their focus is only on the multiple of the
denominator, not the whole fraction.
Students need to use a fraction in the form of
3
one such as
so that the numerator and
3
denominator do not contain the original
numerator or denominator
GRAD
E 4
4.NF.A.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
1
2
as a
benchmark.
is smaller than
because when 1
8
2
whole is cut into 8 pieces, the pieces are
much smaller than when 1 whole is cut into 2
pieces.
Possible student thinking by creating common
denominators:
GRAD
E 4
5 1
>
6 2
because
3 1
= and
6 2
5 3
>
6 6
because
and
2 10
2 6
6 10
Knowledge
Equivalent fractions have
the same value.
There are linear and area
fraction models.
Academic Vocabulary:
Numerator
Common Misconceptions:
Students think that when generating
equivalent fractions they need to multiply or
divide either the numerator or denominator,
1
such as, changing
to sixths. They would
2
1
multiply the denominator by 3 to get
,
6
instead of multiplying the numerator by 3
also. Their focus is only on the multiple of the
denominator, not the whole fraction.
Students need to use a fraction in the form of
3
one such as
so that the numerator and
3
denominator do not contain the original
numerator or denominator.
Understandings
Skills
Multiplying by n/n is the
Explain why a fraction a/b
same as multiplying by 1
is equivalent to a fraction
(which is why equivalent
(n x a) / (n x b) by using
fractions have the same
visual fraction models.
value).
Use visual fraction models
When creating equivalent
(e.g., number lines, objects,
fractions all of the pieces in
drawings, etc.) to show
GRAD
E 4
Denominator
Equivalent fractions
Benchmark fraction
Visual fraction model
Comparison symbols
equivalent fractions.
Recognize if two fractions
are equivalent.
Generate equivalent
fractions for a given
fraction.
Compare two fractions by
creating equivalent
fractions with a common
denominator or numerator.
Compare two fractions by
reasoning about their size
Compare to two fractions to
a benchmark fraction such
as .
Compare fractions using <,
>, and = and justify the
comparison.
Suggested Resources:
TN Core Tasks: Star Bar; Getting to School: http://www.edutoolbox.org/tntools/menu/grade/819/955
Engage NY: https://www.engageny.org/resource/grade-4-mathematics-module-5
North Carolina Tasks: http://3-5cctask.ncdpi.wikispaces.net/4.NF.1-4.NF.2
Georgia Units: http://ccgpsmathematicsk-5.wikispaces.com/4th+Grade
Inside Mathematics: http://www.insidemathematics.org/common-core-resources/mathematicalcontent-standards/standards-by-grade/4th-grade
Illustrative Mathematics: https://www.illustrativemathematics.org/content-standards/4/NF/A
Learn Zillion: https://learnzillion.com/resources/57240-4th-grade-numbers-and-operations-fractions
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc4th-visualizing-equiv-frac/v/equivalent-amount-of-pizza
K-5 Math Teaching Resources: http://www.k-5mathteachingresources.com/4th-grade-number-
GRAD
E 4
activities.html
Go Math: Lessons 6.1 6.8
Assessment Samples:
PARCC (4.NF.A.1 & 4.NF.A.2)
GRAD
E 4
Professional Resources:
GRAD
E 4