Teacher Information

Math Grade 4 Chapter 7 Advantage Math Fraction Multiplication and Decimal Notation

Chapter 7 Lessons

7.1 Relating Repeated Addition to Multiplication
7.2 Area Model Multiples
7.3 Number Line Multiples
7.4 Writing Equivalent Multiplication Equations
7.5 Multiply a Fraction by a Whole Number
7.6 100s as a Denominator
7.7 Equivalent Decimal Fractions
7.8 Add Decimal Fractions
7.9 Model, Read, and Write Decimals to Hundredths
7.10 Locate Decimals on a Number Line
7.11 Compare Decimals on a Number Line
7.12 Operations with Decimal Fractions
7.13 Expanded Form with Decimals
7.14 Review Task

Teaching Cycle

Each lesson follows the teaching cycle of Launch 🚀, Explore 🤔, and Discuss 💬.

As you use the teaching cycle in a lesson you are developing conceptual understanding (ways of thinking, what you know), procedural understanding (ways of doing), and representational understanding (ways of making one’ s thinking visible, showing).

🚀 Launch – The teacher introduces the task to students. The launch helps students to understand the task and what they are trying to solve for.

🤔 Explore – This is the part of the lesson where students engage in the task and explore their own thinking. They get to try different ways to solve a problem. Teachers are monitoring students, selecting student work to share, and sequencing how the discussion will go.

💬 Discuss – Discuss is the part of the lesson where the teacher orchestrates a whole class discussion. Teachers strategically decide the order of the discussion and how many students will share in the discussion.

Standards in the Chapter

4.NF.4- Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.5- Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10+4/100=34/100.
4.NF.6- Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 062 meters; locate 0.62 on a number line diagram.
4.NF.7- Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Mathematical Practices:

4.MP.1: Make sense of problems and persevere in solving them. (Lesson 7.5, 7.9, 7.14)
4.MP.2: Reason abstractly and qualitatively. (Lesson 7.7, 7.8)
4.MP.3: Construct viable arguments and critique reasoning of others (Lesson 7.11)
4.MP.4: Model with mathematics. (Lesson 7.12)
4.MP.5: Use appropriate tools strategically. (Lessons 7.3, 7.4, 7.10)
4.MP.6: Attend to precision. (Lesson 7.6)
4.MP.7: Look for and make use of structure. (Lessons 7.2, 7.13)
4.MP.8: Look for and express regularity in repeated reasoning. (Lesson 7.1)

Extensions – You may look in Advantage Math for ideas or click here (Links to an external site.) and go to the mathematical task bank. The mathematical task bank can be found if you scroll down the page and find the list of dropdown menus.

Interventions – You may look in Advantage Math for ideas or check out this book (Links to an external site.).

Extensions or Interventions – You may look at the Distance Learning and SBL Task Bank (Links to an external site.).