GRADE 4 Fractions and Decimals Stage: 2 Grade: 4 Term: 2 Week: 6-7 TOPIC: FRACTIONS and DECIMALS STRAND: SUBSTRAND/ OUTCOME: Focus Strand Number and Algebra: Fractions and Decimals 1 & 2 MA2-7NA represents, models and compares commonly used fractions and decimals. Working Mathematically MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas. MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems. MA2-3WM checks the accuracy of a statement and explains the reasoning used. Contributing Content Number and Algebra: Whole Number 1 MA2-4NA applies place value to order, read and represent numbers of up to five digits.
MATHEMATICAL LANGUAGE whole, part, equal parts, half, quarter, eighth, third sixth, fifth, tenth, hundredth, one-sixth, one-tenth, one-hundredth, fraction, numerator, denominator, whole number, number line, is equal to, equivalent fractions. Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection of objects; to denote numbers (eg is midway between 0 and 1 on the number line); and as operators related to division (eg dividing a number in half). WARM UPS 10 minutes Number Busting ( Monday, Wednesday, Friday) : What is the number marked on the number line? Number bust this number. 0 ________o_________________1 (approx. 1/4) Mark other fractions on the number line. Show in a variety of ways on a square given. (Tuesday and Thursday) Grab a handful of counters what fractions can you make? (may have left overs?) Then revise own number goal times table or counting goal. OPEN ENDED RICH TASKS TO EXPLORE 35 minutes (Differentiated according to ability) Task 1 What is a fraction? Students record their ideas and thinking? Share ideas with group.
Students given fractional equipment. Students investigate fractions with this equipment and record their findings. Share ideas with group. Task 2 Students given an orange Cuisenaire rod. This represents one whole. Students use the other Cuisenaire rods to determine their fractional value. If the brown Cuisenaire rod is one whole, what statements can you make now? Task 3 Students create a fractional wall chart. Write statements about equivalent fractions using the chart. Task 4 A pizza was cut into ten equal size slices. Three people ate the whole pizza but each person had a different number of slices. Use fractions to describe the possible number of slices eaten by Key Ideas & Indicators name fractions up to one whole, eg interpret the denominator as the number of equal parts a whole has been divided into interpret the numerator as the number of equal fractional parts, eg means 3 equal parts of 8 model, compare and represent fractions with denominators of 2, 4 and 8; 3 and 6; and 5, 10 identify and describe 'mixed numerals' as having a whole-number part and a fractional part Differentiation Day 1 Students given a variety of the fractional shapes to investigate.
Day 2 Students use another colour Cuisenaire rod as a value of one whole. For lower start with red, then crimson.
Day 4 There are 2 pizzas cut into equal parts, shared with 3 people. Our Lady of the Way Primary School 2014 Mathematics Program
GRADE 4 Fractions and Decimals each of the three people. Task 5 Flag Design investigation See p.68 Investigations, Tasks and Rubrics to Teach and Assess Mathematics by P.Lilburn and A. Ciurak. Task 6 Read the story One Hundred Hungry Ants by Elinor J.Pinczes or watch You Tube clip - ART @ Montlieu - One Hundred Hungry Ants http://www.youtube.com/watch?v=9TJMgNx0qq0 or watch You Tube clip - One Hundred Hungry Ants http://www.youtube.com/watch?v=OojY7vRiKeg Discuss what fraction of 100 did the ants break into each time? Could they have broken into any other fraction?
If you wrote the story, how many ants would you start with and what fractions would you break them into?
* model, compare and represent the equivalence of fractions with related denominators by redividing the whole, using concrete materials, diagrams.
Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection of objects and as operators related to division (eg dividing a number in half).
How would you slice it? How much would they receive each?
Day 5 Lower look at Hungry Flag. What fraction is each colour? Upper -Create own criteria for designing a flag.
Day 6 Lower have 10 ants.
Upper What number of ants would give you the largest choice of fractions to break into?
REFLECTION 15 minutes REFLECTION 1 When looking for fractions, what criteria did you use to select a fractional piece? REFLECTION 2 How many different combinations could you find? Could you use a green rod? Why? Why not? REFLECTION 3 What can see when looking at the fractional wall? When making it, what did you have to be aware of? What fractions are equivalent? REFLECTION 4 Could you use other fractions besides having the denominator tenths? REFLECTION 5 What did you need to do first before you could colour the flag? Could you have a different design and still fit the criteria? REFLECTION 6 What connection can you see with fractions and division? RESOURCES Fractional Kits, Counters, Cuisenaire rods, coloured paper, scissors, glue. Flag Design activity sheet p.68 Investigations, Tasks and Rubrics to Teach and Assess Mathematics by P.Lilburn and A. Ciurak. Story book One Hundred Hungry Ants by Elinor J.Pinczes Our Lady of the Way Primary School 2014 Mathematics Program
GRADE 4 Fractions and Decimals LEARNING INTENTION AND SUCCESS CRITERIA
Learning Intent : Discover more about Fractions.
Success Criteria * Use equipment to discover more about fractions. * Prove what I know.
Learning Intent : Discover more about Fractions. Success Criteria * Use equipment to discover more about fractions. * Prove what I know. * Show a variety of equivalent fractions.
Learning Intent : Discover more about Fractions. Success Criteria * Use equipment to discover more about fractions. * Prove what I know. * Show a variety of equivalent fractions. * Show a number of possibilities.
ASSESSMENT Observation during investigation and reflection. Recording of different fractions and possibilities in their books. Elementary Basic Sound High Excellent
Models and describes a half and a quarter of a whole object with some teacher assistance.
Models, compares and represents the fraction of a half and quarters.
Models, compares and represents fractions independently eg halves, quarters and eighths; fifths and tenths. Models, compares and represents a variety of more complex fractions eg halves, quarters and eighths; thirds, sixths, twelfths; fifths, tenths and hundredths with some numbers. Models, compares, represents and demonstrates an understanding of equivalence of various fractions using a variety of numbers.