📊Math G4 L6.24 Outline-Review Task-(For Teacher-Do Not Publish)

📊Math G4 L6.24 Outline-Review Task

For full lesson outline, please see  Advantage Math Lesson 6.24

Standards:

4.NF.1: Explain why a fraction a/b is equivalent to a fraction (nxa)(nxb) 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. Use this principle to recognize and generate equivalent fractions.

4.NF.2: 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. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Objectives:

Math Objective: I can solve tasks involving comparing fractions, recognizing equivalent fractions, and adding and subtracting fractions.

Language Objective: I can explain my reasoning for my strategies and solutions.

Vertical Alignment:

3rd Grade:

  • Understand unit fractions (3.NF.1Links to an external site.)
  • Understand fractions as a number and represent fractions on a number line (3.NF.2Links to an external site.)

  • 3.NF.3a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

  • 3.NF.3b: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

 

4.NF.1: Explain why a fraction a/b is equivalent to a fraction (nxa)(nxb) 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. Use this principle to recognize and generate equivalent fractions.

4.NF.2: 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. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

5th Grade: 

  • 5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

Notes:

  • The vocabulary list contains all vocabulary listed from Lessons 6.13 to 6.23.

Lesson Outline: Each problem covers a different standard that we have been discussing. Students could complete individually or with you.

Problem One (in class or remote): We want to create a common denominator in order to compare. Use the strategy of having one denominator that is a factor of the other.

Student Task: Zola and Kai are with their families as they travel across the United States. Examine the problem below and answer the questions. Submit a media recording with your answers.

Both families started their trip at a pancake house in Portland. Zola and Kai both ordered a stack of silver dollar pancakes. Zola ate 1/2
 of her pancakes. Kai ate 3/4 of his pancakes. Who ate more?

Problem Two (in class or remote): We want to add mixed numbers. Use the strategies discussed in earlier lessons.

Student Task: Zola and Kai are with their families as they travel across the United States. Examine the problem below and answer the questions. Submit a media recording with your answers.

In San Francisco, the families stopped to bike across the Golden Gate Bridge. The bridge is 1 and 7/10 miles long. Zola was curious about the length of the San Francisco-Oakland Bay Bridge that they drove across on their way to San Francisco. Kai told Zola that the San Francisco-Oakland Bay Bridge is 2 and 8/10 miles longer than the Golden Gate Bridge. How long, in miles, is the San Francisco-Oakland Bridge?

Problem Three (in class or remote): Use the strategies discussed in earlier lessons.

Student Task: Zola and Kai are with their families as they travel across the United States. Examine the problem below and answer the questions. Submit a media recording with your answers.

As both families drove from San Francisco to San Antonio (a total of 1,733 miles), they traveled different fractions of
the distance each day.
a. Which family covered a greater distance on Day 2 of the trip?
b. What fraction of the distance did each family have to travel on Day 5 to arrive in San Antonio?
c. After the end of which day had the two families covered the same fraction of the total distance to San Antonio?

Problem Four (in class or remote): Subtract Mixed Numbers

Student Task: Zola and Kai are with their families as they travel across the United States. Examine the problem below and answer the questions. Submit a media recording with your answers.

The families continued their vacation in Orlando, Florida, by visiting several animal parks. Zola and Kai took pictures of each animal they saw and placed the pictures in photo albums. On the last day in Orlando, Zola had filled 3 and 2/6 photo albums. Kai had filled 2 and 5/6 photo albums. How much of a photo album would Kai have to fill to have the same number of pictures as Zola?