Hueneme Elementary School District Staff Development Day # 3

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Hueneme Elementary School District Staff Development Day # 3. CCSS Mathematic Unit of Study Grade 4. Introductions. Mariana Cabrera. Ana Hinojosa. Vincent Gomez. Unit 5. Title Understan ding Base Ten Fractions and Decimals Length 20 Days. Key Points

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### Hueneme Elementary School DistrictStaff Development Day # 3

CCSS MathematicUnitof Study

Introductions

Mariana Cabrera

Ana Hinojosa

Vincent Gomez

Unit5

Title

Understanding Base Ten Fractions and Decimals

Length

20 Days

Key Points

• Read and write base ten fractions and decimals interchangeably.
• Represent base ten fractions and decimals visually on a number line and in an area model.
• Compare decimals to hundredths.
• Add fractions of 10ths and 100ths.
• Identifying errors
Enduring Understandingsand Essential Questions

Enduring Understandings are those concepts we want students to remember ten years from now.

Relationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment.

• What is a fraction? When do we use fractions in real life?
• How are fractions and decimals related?
• How can you represent fractions and decimals using an area model?
• How can you represent fractions and decimals using a number line?
• What are some equivalent representations for fractions, and decimals?
• How can you represent/compare fractions that are related to different wholes?

* express

* compare

* justify

* tenths

* hundredths

* whole

* fraction

* denominator

* numerator

* >,<,=

* equivalent

Tier 3

(subject specific)

Tier 2

(used across a variety of subjects)

Chapter 1(4 days)

EssentialStandard

Essential Questions

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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Enduring Understanding

Relationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

• What is a whole?
• How does a fraction represent the whole?
• What does the numerator represent? Denominator?
• What is an equivalent fraction?

Learning Objective

(Unpacked Standards)

Students will demonstrate understanding of place value of fraction models: 10ths and 100ths using models.(4.NF.5)

Suggested Resources for Chapter 1

Everyday Mathematics

• N/A (not specific to Base Ten Fractions)

Math Routines

• Today’s Number
• Number Talks
• Rocket Math
• Mental Math

Literature (Fiction/Informational Text)

* My Half Day by Doris Fisher

* If You Were a Fraction by Trista Speed Saskan

Writing

* Journal Prompts

* Reflection

* Opening Ended Questions

* Exit Slip

Online Lessons/Practice

* Howard County :

* Practice Sheets

http://www.commoncoresheets.com/

Videos/Interactives/Games

• Everyday Math - Base-10 Exchange

Homework

* Practice Sheets

http://www.commoncoresheets.com/

* Accelerated Math

Number and Operations—Fractions 4.NF.5-7

Understand decimal notation for fractions and compare decimal fractions.

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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (DOK 1)

4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100;locate 0.62 on a number line diagram. (DOK 1)

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. (DOK 3)

Chapter 2 (Days:6)

EssentialStandard

Essential Questions

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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Enduring Understanding

Relationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

* How are 10ths and 100ths related?

* Do you have common denominators?

Learning Objectives

• Student will express fractions with denominator 10 as an equivalent fraction with denominator 100 and vice versa. (4.NF.5)
• Students will add fractions denominator 10 and 100.For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (4.NF.5)
Suggested Resources for Chapter 2

Everyday Mathematics

• N/A (not specific to Base Ten Fractions)

Math Routines

• Today’s Number
• Number Talks
• Rocket Math
• Mental Math

Writing

* Journal Prompts

* Reflection

* Opening Ended Questions

* Exit Slip

Online Lessons/Practice

Howard County

Learn Zillion

http://learnzillion.com/lessons/336-convert-fractions-into-decimals-to-the-tenths-place

Common Core Sheets

http://www.commoncoresheets.com/

Videos/Interactives/Games

* Everyday Math - Base-10 Exchange

Homework

*Common Core Sheets

http://www.commoncoresheets.com/

*Accelerated Math

Chapter 3(Days:6)

EssentialStandards

Essential Questions

4.NF.6.

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; 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.

Enduring Understanding

Relationships between parts of a whole in base ten fractions and decimals can be represented in infinite ways.

* What is a fraction?

* What is a decimal?

* What is a number line?

• Why are tenths larger then hundredths?

Learning Objectives

*Students can show a decimal as a fraction and a fraction as a decimal. (4.NF.6)

*Students will represent a decimal in relationship to a whole number on a number line. (4.NF.6)

*Students can compare two decimals in relationship to their value.(4.NF.7)

Suggested Resources for Chapter 3

Everyday Mathematics

*Unit 4 Lessons 1-3

Math Routines

• Today’s Number
• Number Talks
• Rocket Math
• Mental Math

Writing

* Journal Prompts

* Reflection

* Opening Ended Questions

* Exit Slip

Online Lessons/Practice

Howard County

Learn Zillion

http://learnzillion.com/lessons/1424-convert-decimals-to-fractions-to-the-tenths-place-using-number-lines

http://learnzillion.com/lessons/3217-compare-two-decimals-to-the-hundredths-place-using-fraction-models

Common Core Sheets

http://www.commoncoresheets.com/

Videos/Interactives/Games

*Everyday Math - Base-10 Exchange

Homework

* Common Core Sheets

http://www.commoncoresheets.com/

* Accelerated Math

Assessment

Formative

Summative

Teacher created/selected

• Measured Progress: Testlets

Teacher created/selected

• Measured Progress: Benchmarks
• Smarter Balanced Assessment (3-8)
Year at a Glance…..
• Unit 1

Place Value

• Unit 2

• Unit 3

Multiplication of Whole Numbers

• Unit 4

Division of Whole Numbers

• Unit 5

Understanding Base Ten Fractions and Decimals

• Unit 6

Order and Compare Fractions

• Unit 7

Operations with Fractions

• Unit 8

Angles and Figures

• Unit 9

Conversion of Metric and US Customary Systems