Notes for Topic 12 (do)

MAFS.4NF.2.3 Understand a fractions a/b with a>1

as a sum of fractions. Understand addition and
subtraction of fractions as joining and separating
parts referring to the same whole.
Decompose a fractions into a sum with the same
denominator in more than one way. Justify
decompositions using visual models.
Solve word problems with fractions.
My Targets
I know that fractions are part of a whole and that those with like
denominators can be added and subtracted.
I know improper fractions are greater than a whole and are
interchangeable with mixed numbers.
I understand that a fraction is made up of smaller fractions with
the same denominator and that will add together to equal the
originals.
I understand that when I add or subtract fractions, I only add or
subtract the numerator. The denominator stays the same.
I understand that a fraction can be broken apart and put back
together in more than one way.
I understand there is a relationship between mixed numbers and
their equivalent improper fractions.
I can decompose a fraction into a sum in more than one way and
justify using a visual model.
I can solve word problems involving addition and subtractions of
fractions and mixed numbers with like denominators.
I can convert an improper fraction to a mixed fraction and back
again
Vocab: mixed number, improper fraction, decompose, compose,
common denominator.

Targets
I know that a fraction is part of a whole and has a
numerator and denominator.
I know what makes fractions equivalent.
I know equivalent means the numbers have the same
value.
I can use my multiplication facts and multiples to find
equivalent fractions.
I understand that fractions can be equivalent even when
numerators and denominators are not the same.
I can create models of fractions to see the parts of a
fraction.

MAFS.4.NF.1.2!Compare two fractions with different

numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to
1/2
a benchmark fraction such as
. 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.
Targets:
I know how numerators and denominators are used to
compare fractions.
I know when the common denominator is and can explain
how it is a multiple of the denominators being compared.
I understand that the denominator is how many equal parts
make the whole and the numerator is the number of parts
chosen or not chosen.
I understand that comparisons are valid only when the two
fractions refer to the same whole.
I understand that other fractions can be used as
benchmarks to help make comparisons.

Assessment (Do)
I can manipulate fraction tools to make equivalents.
I can explain how two fractions are equal.
I can draw pictures to represent equivalent fractions
I can create number sentences using equivalent fractions.
Vocabulary: numerator, divide, denominator, compare,
fraction, equivalent, fraction bar, multiply

Assessment (Do)
I can construct a visual model of 2 fractions being
compared.
I can use the correct symbol to compare fractions.
I can apply multiplication and division skills to change
denominators in order to compare fractions.
I can use a variety of strategies to compare fractions.

a/b!
MAFS.4.NF.1.1!!Explain why a fraction
is equivalent
!nXa/nXb
to a fraction
by using visual fraction models, with
attention to how the number and size of the parts differ
even though the two fractions b!nb!themselves are the
same size. Use this principle to recognize and generate
equivalent fractions.

Vocabulary: common denominator, visual fraction models,

justify, benchmark fractions,

Page 6 of 11

4th Grade Plans

Mazlowski, Tomassi, White

January 6, 2015!