4th Grade Math Content Standard 4.NF by

2) Explore

educmcin3793 — 2024-09-12 03:51:27 UTC

Link to slides here

Link to cut outs here

30 minute work time to divide pieces evenly

Teacher walks around and asks guiding questions
Students who think they have it figured out raise their hands

3) Explain

educmcin3793 — 2024-09-12 03:51:33 UTC

Option + Guidance for option

Draw a picture for class

-Each of the parts must be labeled

-The whole must be labeled

-This can be on the whiteboard or on a piece of paper

Explain to the class

-Tell the class how you and your partner solved one of the food problems

Explain to me

-Tell just me about how you and your partner solved one of the food problems after this lesson

4) Elaborate

educmcin3793 — 2024-09-12 03:51:45 UTC

Activity:

Alligator slides

-These slides teach students to additionally recognize fractions that are greater than or less than with different denominators

-Builds off prior knowledge (how different fractions can have the same value)

5) Evaluate

educmcin3793 — 2024-09-12 03:51:50 UTC

Activity: Exit Ticket

Each student will answer a few questions on the exit ticket slide.

Make sure to reinforce that they only need to answer one question from each color.

This can be written on the same sheet of paper they used for the alligator activity

Rubric: here

1) Engage

educmcin3793 — 2024-09-12 03:55:10 UTC

Question: What are some of your favorite types of food + attention grabber
Problem solving question
Mini exploration

-Amanda, Josh, and Bailey want to share a batch of cookies. There are 12 cookies in one batch. If each person gets the same number of cookies, how many cookies does each person get?

Content Standard 4.NF

educmcin3793 — 2024-09-12 22:14:32 UTC

1) Explain why a fraction 𝑎/𝑏 is equivalent to a fraction 𝑛×𝑎 / 𝑛×𝑏 by using visual fraction models, with attention to how the numbers and sizes of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions, including fractions greater than 1

Content Standard 4.NF

educmcin3793 — 2024-09-12 22:15:48 UTC

2) Compare two fractions with different numerators and different denominators, by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1 2 . a. Recognize that comparisons are valid only when the two fractions refer to the same whole. b. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, by using a visual fraction model and/or verbal reasoning.