G 4 Maalcc 110

Wake County Public School System, 2013
Mathematics Alignment Lesson

Grade 4 Quarter 3 Day 110
Common Core State Standard(s)
4!"1 #$%lain &hy a 'raction a/b is
e(ui)alent to a 'raction *n $ a+/*n $ b+ by
usin, )isual 'raction models, &ith attention to
ho& the number and si-e o' the %arts di''er
e)en thou,h the t&o 'ractions themsel)es are
the same si-e .se this %rinci%le to reco,ni-e
and ,enerate e(ui)alent 'ractions

Vocabulary
Improper Fraction/ 0 'raction that is
,reater than or e(ual to 1
Mixed Number 0 number that can be
re%resented by a &hole number and a
'raction
Materials Needed
1rans%arency23lackline 4aster
Cooking up Fractions
3lackline 4asters5 6Fraction Strips
Finding Equivalents, Story
Problems
3a,,ies *'or %re5cut 'raction stri%s+
L!A"NIN# S$"A$!#I!S
Alignment Lesson
Equivalency with Mixed Numbers and Improper Fractions
Acti%ity & Analy'ing Fraction Strips
Teacher Note Consider having raction strips cut out ahead o
time! "nly cut around the outside o the raction strips so that
each one is one #hole!
1 Distribute 'raction stri%s to students and direct students to
study them, lookin, 'or %atterns 7a)e students 1hink, Pair,
and Share thou,hts about their %atterns
2 7a)e students &rite the )alue o' each stri% on the back *1
&hole+
3 0sk students to sho& 2
1
2
3
and 3
3
2
8
by 'oldin, the 'raction
stri%s Choose other e$am%les as needed
4 9ead and discuss 1rans%arency23lackline 4aster Cooking
$p Fractions 7a)e students &ork on this %roblem &ith a
%artner and %ro)e their ans&er usin, 'raction stri%s and2or
%roo' %ictures
: 0llo& some %artners to &ork at the board &hile other
students sol)e it at their seats
; Discuss student solutions and encoura,e 4ath 1alk &ith
(uestions such as/
%re there are any other #ays to solve this problem&
'o# do you kno#&
(o you agree/disagree& )hy&
< 7el% students make the connection bet&een im%ro%er
'raction and mi$ed numbers, by buildin, &ith unit 'ractions
Discuss ho& 4aria could use a combination o' &hole cu%s
and 'ourth cu%s *mi$ed number+ or =ust a > cu% measure
*im%ro%er 'raction+
8 Point out that a mi$ed number is a &hole number and a
'raction 0lso hel% students reali-e that a mi$ed number and
an im%ro%er 'raction are e(ui)alent
Acti%ity ( Con%ersion )ractice
1 Students should %ractice con)ersions usin, 3lackline 4aster
6Finding Equivalents Students &ill shade in the unit
'ractions to sho&2%ro)e e(ui)alence
2 Share and discuss student res%onses Clari'y any
misconce%tions or misunderstandin,s
3 7a)e students com%lete 3lackline 4aster 6Story Problems
by themsel)es or &ith a %artner to %ractice con)ersions in
conte$t
4 0llo& students to share res%onses usin, 4ath 1alk
Students &ill com%lete 3lackline 4aster, 6Equivalency #ith
*i+ed ,umbers and -mproper Fractions .ournal Prompt 'or
home&ork
Source 4? @ 1eacher Created
*C)SS+)",-!C$ AC.I!V!+C/I+(00&
.ome1or2
3lackline 4aster 6Equivalency #ith
*i+ed ,umbers and -mproper Fractions
.ournal Prompt
Assessment
.se 3lackline 4aster Story Problems as
a 'ormati)e assessment
Standards 3or Mathematical )ractice
Standard 1/ 4ake sense o' %roblems and
%erse)ere in sol)in, them
Standard 2/ 9eason abstractly and
(uantitati)ely
Standard 4/ 4odel &ith mathematics

/lackline *aster 0rade 1 (ay 223 Standards4s5 4!"1
Fraction Strips
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
> > > >
> > >
1
2
4
> > >
1
2
4
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
8
1
2
3
1
2
3
1
2
3
> > > >
Coo2ing 4p Fractions
4aria is makin, cu%cakes 'or a birthday %arty
1he reci%e calls 'or > cu% o' 'lour She is
makin, 10 batches 4aria decides that she
needs
10
2
4
cu%s o' 'lour 7o& can she use the 1
cu% and > cu% measures to %re%are the cu%cakesA
Pro)e your ans&er usin, 'raction stri%s or a %roo' %icture

"indin, #(ui)alents
Convert the ollo#ing ractions to an improper raction or a mi+ed number! Prove your
ans#er by shading in the appropriate raction bars!
1
B
2
4
C DDDDDD
> > > >
> > > >
> > > >
2
13
2
:
C DDDDDD
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
3 3
2
2
3
C DDDDD
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Story Problems
Solve the ollo#ing #ord problems using a strategy o your choice! Prove your ans#er
using a proo picture and #rite an equation!
1 Sam is buildin, a birdhouse 1he %iece o' &ood he is usin, measures
18
2
4
inches
7o& can he describe this measure usin, a mi$ed numberA
2 Gabriel is makin, a trail mi$ 1he reci%e calls 'or him to use 1
3
2
8
cu%s o' raisins
7o& many
1
2
8
cu%s &ill he need to useA
3 Ee$i &alks her do, to and 'rom the %ark each day o' the &eek 1hey &alk a total o'
1
2
:
o' a mile each day 7o& 'ar does Ee$i &alk her do, in one &eekA Write your
ans&er as a mi$ed number and an im%ro%er 'raction
/lackline *aster 0rade 1 (ay 223 Standard4s5 1!,F!2
Name5555555555555555555555555
6ate 555555555555555555555555
!7ui%alency 1ith Mixed Numbers and Improper Fractions
-ournal )rompt
Describe a situation &here you &ould &ant to use an im%ro%er 'raction or a mi$ed
number Fusti'y your res%onse &ith s%eci'ic reasons as to &hy you chose the im%ro%er
'raction or the mi$ed number
/lackline *aster 0rade 1 (ay 223 Standard4s5 1!,F!2
Ans1er 8eys
Coo2ing 4p Fractions
4aria could use the > cu% 10 times or use 2 &hole cu%s and the > cu% measure t&ice
> > > > > > > > > >

Story )roblems
Students should su%%ort their ans&er &ith a )isual model *see abo)e+
1
18
2
4
9 4
2
2
4
2

8
2
8
and
3
2
8 C
11
2
8
3
<
2
: or
1
2
2
:
%ns#er 6ey 0rade 1 (ay 223 Standard4s5 1!,F!2
"indin, #(ui)alents5 0ns&er Gey
Convert the ollo#ing ractions to an improper raction or a mi+ed number! Prove your
ans#er by shading in the appropriate raction bars!
1
B
2
4
C DD2 > DDDD
> > > >
> > > >
> > > >
2
13
2
:
C DD2
3
2
:
DDDD
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
1
2
:
3 3
2
2
3
C D
11
2
3
DDDD
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3

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Wake County Public School System, 2013

Mathematics Alignment Lesson

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