Task Name Task Type/Grouping Strategy Content Addressed Standard(s) Scaffolding Task Partner/Small Group Task Draw fraction representations, add and subtract fractions MCC4.NF.3 a,b Scaffolding Task Individual/Partner Task number sentences to show addition of fractions. MCC4.NF.3 a. Constructing Task Individual/Partner Task Solve story problems with fractions MCC4.NF.3 a, b, d Constructing Task Individual/Partner Task Addition with improper and proper fractions MCC4.NF.3 a,b,c,d Practice Task Group Task Subtract and add fractions MCC4.NF.3 a, b, d Practice Task Individual/Partner Task Add and subtract fractions, use mixed numbers and improper fractions MCC4.NF.3 a,b,c,d * 3 Act Task Group Task Adding fractions, Comparing fractions MCC4.NF.3a MCC4.NF.2 Performance Task Individual/Partner Task Create problems with fractions MCC4.NF.3 a,b,c,d Performance Task Individual/Partner Task Solve story problems with mixed numbers MCC4.NF.3 a,b,c,d Culminating Task for MCC4.NF.3: (Revisited) Performance Task Individual/Partner Task Add and subtract fractions, improper fractions and mixed numbers MCC4.NF.3 a,b,c,d
Scaffolding Task Group Task Multiply a whole number by a fraction, represent fractional products MCC4.NF.4 a-c Scaffolding Task Individual/Partner Task Determine the fraction of a set, determine the set when given a fraction MCC4.NF.4 a-c Constructing Task Individual/Partner Task Determine the fraction of a set, determine the set when given a fraction, find equivalent fractions MCC4.NF.4 a-c Scaffolding Task Individual/Partner Task Represent multiplication of fractions MCC4.NF.4 a-c CTE Tasks Individual/Partner Task Multiply a number by a fraction in a real world context. MCC4.NF.4 a-c Constructing Task Individual/Partner Task Multiply a fraction by a whole number utilizing repeated addition MCC4.NF.3 a-d MCC4.NF.4 a-c Constructing Task Individual/Partner Task Solve story problems that involve the multiplication of fractions MCC4.NF.4 a-c CTE Tasks Individual Task Multiply a whole number by a fraction in a real world context. MCC4.NF.4 a, c Practice Task Individual/Partner Task number sentences to show multiplication of fractions. MCC4.NF.4 a, b
Name ________________________________________ Date ___________________________ Rolling Fractions Game Sheet 1st Mixed Number 2nd Mixed Number Difference Improper Fraction Score Example 1 1 2 3 4 5 6 7 8 9 10
Name __________________________________________________ Date__________________ Parlor Order Form Choose five of the pizza orders from the “Pizza Parlor, Order Cards” student sheet and complete the order form below. Toppings Order Totals Extra Cheese Beef Buffalo Chicken Ham Pepperoni Sausage Anchovies Green Peppers Jalapeño Peppers Mushrooms Onions Pineapple Sliced Tomatoes Improper Fraction Mixed Number Fraction of Plain Cheese Total Pizzas Ordered Order #1 Customer Name _____________ #2 Customer Name _____________ Order #3 Customer Name _____________ #4 Customer Name _____________ Order #5 Customer Name _____________
Parlor Order Cards Mrs. Sanchez called to order pizza with ³⁄₄ pepperoni, ¹⁄₂ extra cheese, ¹⁄₂ onions, and ¹⁄₄ sausage. Mr. Adams came to pick up his pizza order. He wanted pizza with ³⁄₂ mushrooms, ¹⁄₄ onions, and ³⁄₄ sliced tomatoes. Sammie ordered over the phone. He ordered ³⁄₄ pineapple and ³⁄₈ ham, and ¹⁄₈ anchovies. Ally ordered pizza for a party with her friends. She ordered ⁷⁄₄ green peppers, ¹¹⁄₈ pepperoni, and ⁷⁄₄ mushrooms. Reggie ordered some pizza to share with his friends. He ordered ⁴⁄₃ jalapeño peppers, ³⁄₆ green peppers, and ⁵⁄₃ beef. Hilda called to order pizza. She wanted ³⁄₂ extra cheese, ¹⁄₄ pineapple, and ⁵⁄₄ ham. Mr. Nimesh ordered pizza. He ordered ¹⁵⁄₁₀ onions, ¹⁄₂ sausage, and ⁶⁄₁₀ pineapples. Norah ordered pizza to share with her family. She ordered ⁵⁄₄ extra cheese, ³⁄₄ buffalo chicken and ³⁄₄ sausage. Ms. Thomas ordered pizza for her students. She ordered ³⁄₄ jalapeño peppers, ³⁄₄ green peppers, ³⁄₄ pepperoni, ⁷⁄₈ extra cheese, and ³⁄₄ anchovies. Laticia called to order pizza. She wanted ³⁄₁₀ beef, ⁸⁄₁₀ onions, ¹⁵⁄₁₀ buffalo chicken, and ⁸⁄₁₀ sliced tomatoes.
GROUPING Individual/Partner NUMBER TALKS Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. Catherine Fosnot has developed problem “strings” which may be included in number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions, Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard) TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION In this task, students will use area models to demonstrate their conceptual understanding of multiplying a whole number by a fraction. Teachers should support good student dialogue and take advantage of comments and questions to help guide students into correct mathematical thinking. Comments The area of representing fraction is an important way for students to understand both multiplication and division of fractions. This task would allow students some freedom to create their own models and create a miniature book to represent the difference between multiplying a whole number by a fraction and dividing a whole number by another whole number. Task Directions Have students follow the directions on the area model recording sheet. Use the square below to draw an area model to represent the following multiplication problems. Use your area model to help you compute the answer to each problem. FORMATIVE ASSESSMENT QUESTIONS What did you notice when you multiplied a whole number by a fraction? Did this surprise you? Why or why not? How is multiplying a whole number by a fraction different than multiplying a whole number by another whole number? How is dividing a whole number by another whole number similar to multiplying a whole number by a fraction? DIFFERENTIATION Extension
Is another way to represent that fraction? How are you going to organize your work? What is the value of the hexagon and what shapes can cover a hexagon? DIFFERENTIATION Extension Once students have completed the task above, this lesson can be extended by changing the value of the land to $2,400 or $3,600. Students also be encourage to create their own field with subplots of land using pattern blocks. This would be an open ended assignment and require a higher degree of critical thinking, but very worthwhile. It would also self- differentiate. Students ready for a more complicated fractional field could build larger designs with lots of pattern blocks. Students could work in pairs to design their own farm, then trade their design with another pair of students and solve another’s design. Intervention If necessary, students could make a smaller design that is less complicated. Students struggling with multiplying a whole number by a fraction could begin with a smaller whole number such as $240. Some students may still need to be provided with a table. See below: Field Shape Fraction of Dollar Value T Trapezoid ⅛ or ³⁄₂₄ $150 B Parallelogram ¹⁄₁₂ or ²⁄₂₄ $100 C Hexagon ¼ or ⁶⁄₂₄ $300 D Parallelogram ¹⁄₁₂ or ²⁄₂₄ $100 E Triangle ¹⁄₂₄ $50 F Parallelogram ¹⁄₁₂ or ²⁄₂₄ $100 G Trapezoid ⅛ or ³⁄₂₄ $150 H Trapezoid ⅛ or ³⁄₂₄ $150 I Triangle ¹⁄₂₄ $50 J Triangle ¹⁄₂₄ $50