standard_description: 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. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
__________ graham crackers are shared equally by __________ people.
a.   Choose numbers to fill in the blanks. You can only use each number once: 2, 3, 5.
b.   Represent the situation with a diagram or drawing.
c.   Explain or show how you know that each person will get the same amount of graham cracker.
Problem 2
Han’s work shows how 3 people could equally share 2 graham crackers.
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a.   How do you know that each person gets about the same amount of graham cracker? Explain or show your thinking. Organize it so it can be followed by others.
b.   Draw a diagram to show a different way that 3 people could share 2 graham crackers so each person got about the same amount of graham cracker.
Problem 3
a.   Using the set of cards (cut out from
Template: Equal Shares
), match each representation with a situation and expression. Some situations and expressions will have more than one matching representation.
b.   Choose one set of matched cards.
Show or explain how the diagram(s) and expression represent the number of sandwiches being shared.
Show or explain how the diagram(s) and expression represent the number of people sharing the sandwiches.
How much sandwich does each person get in the situation?


aligns: no