Unit Name: Comparing Fractions
Common Core State Standards: 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 results of comparisons with symbols >, <, or <, and justify the conclusions, e.g., by using a visual fraction model.
Essential Vocabulary:
· Operations
· Greater than
· Greater less
· Fraction
· Unit fraction
· Equivalent/equal
· Multiple/multiply
· Reason
· Denominator
· Numerator
· Decomposing
· Mixed number
Unit Overview:
In this unit, students will apply their understanding of fractions to compare fractions by using visual models or finding common denominators or numerators. In addition, students need to use the following symbols to help compare fractions: >, =, <.
Strategies/Skills:
Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers.
· Fraction bars
· Number Line
Video Support: Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
o Comparing Fractions 1
o Comparing Fractions 2
Video support can be found on LearnZillion.
o Compare fractions using the benchmark fraction 1/2 https://learnzillion.com/student/lessons/1431-compare-fractions-using-the-benchmarkfraction-1-2
o Compare fractions using the benchmark of one whole https://learnzillion.com/student/lessons/1432-compare-fractions-using-the-benchmark-of-onewhole
o Compare fractions with different denominators using a number line https://learnzillion.com/student/lessons/1433-compare-fractions-with-different-denominatorsusing-number-lines
o Compare fractions by creating common denominators https://learnzillion.com/student/lessons/1436-compare-fractions-by-creating-commondenominators
o Use a number line to represent a fraction greater than one https://learnzillion.com/student/lessons/1437-use-a-number-line-to-represent-a-fractiongreater-than-one
Questions to Ask When Helping Your Child with Math Homework Keep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently.
· What is the problem you’re working on?
· What do the directions say?
· What do you already know that can help you solve the problem?
· What have you done so far and where are you stuck?
· Where can we find help in your notes?
· Are there manipulatives, pictures, or models that would help?
· Can you explain what you did in class today?
· Did your teacher work examples that you could use?
· Can you go onto another problem & come back to this one later?
· Can you mark this problem so you can ask the teacher for an explanation tomorrow?
Common Core State Standards: 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 results of comparisons with symbols >, <, or <, and justify the conclusions, e.g., by using a visual fraction model.
Essential Vocabulary:
· Operations
· Greater than
· Greater less
· Fraction
· Unit fraction
· Equivalent/equal
· Multiple/multiply
· Reason
· Denominator
· Numerator
· Decomposing
· Mixed number
Unit Overview:
In this unit, students will apply their understanding of fractions to compare fractions by using visual models or finding common denominators or numerators. In addition, students need to use the following symbols to help compare fractions: >, =, <.
Strategies/Skills:
Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers.
· Fraction bars
· Number Line
Video Support: Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
o Comparing Fractions 1
o Comparing Fractions 2
Video support can be found on LearnZillion.
o Compare fractions using the benchmark fraction 1/2 https://learnzillion.com/student/lessons/1431-compare-fractions-using-the-benchmarkfraction-1-2
o Compare fractions using the benchmark of one whole https://learnzillion.com/student/lessons/1432-compare-fractions-using-the-benchmark-of-onewhole
o Compare fractions with different denominators using a number line https://learnzillion.com/student/lessons/1433-compare-fractions-with-different-denominatorsusing-number-lines
o Compare fractions by creating common denominators https://learnzillion.com/student/lessons/1436-compare-fractions-by-creating-commondenominators
o Use a number line to represent a fraction greater than one https://learnzillion.com/student/lessons/1437-use-a-number-line-to-represent-a-fractiongreater-than-one
Questions to Ask When Helping Your Child with Math Homework Keep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently.
· What is the problem you’re working on?
· What do the directions say?
· What do you already know that can help you solve the problem?
· What have you done so far and where are you stuck?
· Where can we find help in your notes?
· Are there manipulatives, pictures, or models that would help?
· Can you explain what you did in class today?
· Did your teacher work examples that you could use?
· Can you go onto another problem & come back to this one later?
· Can you mark this problem so you can ask the teacher for an explanation tomorrow?