![]() For example, use a visual fraction model to express $3 \times (2/5)$ as $6 \times (1/5)$, recognizing this product as $6/5$. Understand a multiple of $a/b$ as a multiple of $1/b$, and use this understanding to multiply a fraction by a whole number. ![]() For example, use a visual fraction model to represent $5/4$ as the product $5 \times (1/4)$, recording the conclusion by the equation $5/4 = 5 \times (1/4).$Ĥ.NF.B.4.b. Understand a fraction $a/b$ as a multiple of $1/b$. Extending Multiplication From Whole Numbers to FractionsĤ.NF.B.4.a.Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.Ĥ.NF.B.4. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.Ĥ.NF.B.3.d. Making 22 Seventeenths in Different WaysĤ.NF.B.3.c.Justify decompositions, e.g., by using a visual fraction model. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.Ĥ.NF.B.3.b. Writing a Mixed Number as an Equivalent FractionĤ.NF.B.3.a.Record the results of comparisons with symbols $>$, =, or $ 1$ as a sum of fractions $1/b$. Recognize that comparisons are valid only when the two fractions refer to the same whole. 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. Explaining Fraction Equivalence with PicturesĤ.NF.A.2.Use this principle to recognize and generate equivalent fractions. Explain why a fraction $a/b$ is equivalent to a fraction $(n \times a)/(n \times b)$ 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. Extend understanding of fraction equivalence and ordering.Ĥ.NF.A.1. Grade 4 - Number and Operations-FractionsĤ.NF.A. Daily Number Reasoning Templates make it easy to develop the big ideas all year long.4.NF. Remember how I suggested that we could combine decimal sense making with simple multiplication fact practice? Here is our chance! DOUBLE YOUR EFFORTS: Skip count by 3 tenths or 6 hundredths etc… before you get to decimal multiplication as well. Compose and decompose decimals using part whole models and number lines right away! When you get to the addition/subtraction lessons, you will be miles ahead. ![]() Find all of my favorites under the decimal tile on the GAME GRID. Try Hit the Button Number Bonds with decimal numbers, Greg Tang Place Value and expanded form place value. Change some of your own tried and true games to work with decimal numbers. Explore computation mentally before algorithms! ALWAYS PLAY FIRST, because it’s not exploring if we already learned about it.Yes, there are still fact families! Yes, there are still commutative, associative and distributive properties! Compare decimal fraction number properties to whole number properties.Explore which fraction numbers can easily be written as decimals and which cannot and um.Play lots of games writing numbers as “fraction numbers, decimal numbers and word numbers”. ![]() Examine decimals on number lines as the infinite quantities between all other whole numbers.Make decimal numbers out of manipulatives, words, money and fractions at the same time.Use actual place value manipulatives and play money in part whole models to compose and decompose numbers.I use a blank number chart and manipulatives while we count – there is a full lesson and more ideas in the Decimal Task Resource. Personally, I do a super quick count by hundreds, tens, and ones and then ask my students, “According to the pattern, what will we count by next?” Even in fourth grade, there is always one who says “tenths” or “decimals”. Introduce decimal numbers with counting circles.Remember that struggle builds strength and it is SOOOO worth it. Incorporate these sense making routines into your instruction, wherever you can! But please try to BEGIN with them next time. ![]()
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