Practice Task Individual/Partner Task Add and subtract fractions, use mixed numbers and improper fractions MGSE4.NF.3 a,b,c,d Students play a game where they create mixed numbers to add and subtract. 3 Act Task Partner/Small Group Task Adding fractions, Comparing fractions MGSE4.NF.3a MGSE4.NF.2 MGSE4.MD.2 Students develop and solve problems involving maps and fractions. Performance Task Individual/Partner Task Create story problems with fractions MGSE4.NF.3 a,b,c,d Students will develop a game that includes story problems that involve addition and subtraction of fractions. Performance Task Individual/Partner Task Solve story problems with mixed numbers MGSE4.NF.3 a,b,c,d Students solve a problem about a field event using mixed numbers. Culminating Task for MGSE4.NF.3: (Revisited) Performance Task Individual/Partner Task Add and subtract fractions, improper fractions and mixed numbers MGSE4.NF.3 a,b,c,d Similar to Fraction Cookie Bakery, students will fill orders by designing pizzas that have been ordered. Scaffolding Task Partner/Small Group Task Multiply a whole number by a fraction, represent fractional products MGSE4.NF.4 a-c Students model fractions of a set using multiplication of whole numbers and fractions to find how many are in the set.
Scaffolding Task Individual/Partner Task Determine the fraction of a set, determine the set when given a fraction MGSE4.NF.4 a-c Students use multiplication of fractions by whole numbers to determine the number of candles used on birthday cakes. Constructing Task Individual/Partner Task Determine the fraction of a set, determine the set when given a fraction, find equivalent fractions MGSE4.NF.4 a-c Students create a fraction riddle using color tiles and write clues for the tiles so that other students may try to build it through clues. Scaffolding Task Individual/Partner Task Represent multiplication of fractions MGSE4.NF.4 a-c Students develop riddles using equivalent fractions and solve riddles by multiplying a whole number by a fraction. CTE Tasks Individual/Partner Task Multiply a whole number by a fraction in a real world context. MGSE4.NF.4 a-c MGSE4.MD.2 Students apply knowledge of multiplying a whole number by a fraction using measurements given about medication being administered. ? Constructing Task Individual/Partner Task Multiply a fraction by a whole number utilizing repeated addition MGSE4.NF.3 a-d MGSE4.NF.4 a-c In this task, students use tangrams to learn about multiplication of a fraction times a whole number as repeated addition when finding the area of tangrams.
Constructing Task Individual/Partner Task Solve story problems that involve the multiplication of fractions MGSE4.NF.4 a-c Students determine the number of people ordering food at a cookout using multiplication of a fraction by a whole number. CTE Tasks Individual Task Multiply a whole number by a fraction in a real world context. MGSE4.NF.4 a, c MGSE4.MD.2 Students solve a problem involving the field of medicine to apply their knowledge of multiplication of fractions. Practice Task Individual/Partner Task Write number sentences to show multiplication of fractions. MGSE4.NF.4 a, b Students will cover 15 wholes on a recording sheet by multiplying a fraction by a whole number to determine how much to shade in on each turn. 3 Act Task Individual/Partner Task Multiply a whole number by a fraction. MGSE4.NF.4 a-c Students discover how much sugar is in a 12 pack of Mountain Dew after developing questions and researching what information is needed to find a solution. Performance Task Individual/Partner Task Solve story problem that involves the multiplication of a whole number by a fraction MGSE4.NF.4 a-c Students find the amount of money a fraction of a field is worth using multiplication of whole numbers and fractions.
5. Determine the total cost of each design. 6. Write a letter to Sammy’s Small Furniture Store explaining to them which of the three designs you think they should select to sell in their store. Explain your reasoning. Design 1 Design Fraction of Yellow Tiles $3 Fraction of Red Tiles $1 Fraction of Blue Tiles $2 Fraction of Green Tiles $1 Sum of Fractions used in the Design 1 2 3 Design Find the difference between the fraction of yellow tiles and fraction of red tiles used in the design. Find the sum of the fraction of red tiles and the fraction of green tiles used in the design. What fraction of the tiles is NOT blue?
1 2 3 Design 2 Design Fraction of Yellow Tiles $3 Fraction of Red Tiles $1 Fraction of Blue Tiles $2 Fraction of Green Tiles $1 Sum of Fractions used in the Design 1 2 3 Design Find the difference between the fraction of yellow tiles and fraction of red tiles used in the design. Find the sum of the fraction of red tiles and the fraction of green tiles used in the design. What fraction of the tiles is NOT blue?
1 2 3 Design 3 Design Fraction of Yellow Tiles $3 Fraction of Red Tiles $1 Fraction of Blue Tiles $2 Fraction of Green Tiles $1 Sum of Fractions used in the Design 1 2 3 Design Find the difference between the fraction of yellow tiles and fraction of red tiles used in the design. Find the sum of the fraction of red tiles and the fraction of green tiles used in the design. What fraction of the tiles is NOT blue?
TECHNOLOGY This game can be used to practice the concept. Mathman: Add and Subtract Fractions - This interactive arcade game involves addition and subtraction of fractions with like denominators. *This tool provides students with the opportunity to model the addition and subtraction of like fractions. *Using both a concrete bar model and equations, this tool enables students to represent fraction addition and think strategically about which fractional pieces are best to solve a given problem. *Using the “removal” or “take away” representation, this tool helps your students learn to subtract fractions. Name _________________________________ Date _______________________ Sweet Fraction Bars Story Problems A Sweet Fraction Bar is a chocolate candy bar that is divided into ten equal sections. Solve the following problems. 1. Hannah hadof a Sweet Fraction Bar. She gaveof the candy bar to Carlos. What fraction of the candy bar does she have left? 2.Sarah hasof a Sweet Fraction bar. Brianna has of the same candy bar. Also, Mika has of the same candy bar. What fraction of a Sweet Fraction Bar do the girls have altogether?
____________________________________ Use the square below to draw an area model to represent the following operations. Use your area model to help you compute the answer to each problem. What happens if you switch the equation around to read ½ times 8? 8 · Explanation: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________