Unit 5

Fractions as Numbers on the Number Line

Unit Summary
Using models, students are able to recognize, generate and compare equivalent fractions. Students will compare fractions with different numerators and
denominators. Students will be able to factor pairs for a whole number to 100 and identify prime and composite numbers to 100. Students add and
subtract fractions and mixed numbers with like denominators and are able to decompose and compose fractions using models and real world applications,
they will understand that denominators of 10 and 100 using decimal notation, comparing to hundredths and tenths and applying this concept to money.

Learning target I can solve word problems involving fractions and decimal fractions by drawing pictures/diagrams and writing equations.
of unit

Essential understandings Overarching essential questions

The relationship between amount of fractional parts and size Why is it important to understand the relationship between
of the parts is foundational for comparing fractions. amount of fractional parts and size of the parts?

Summative
Assessment
1. Melissa used a 12 x 12 grid to represent 1 and Nancy used a 10 x 10 grid to represent 1. Each girl shaded grid
squares to show 1⁄4.
Describe what
students will do
and produce to How many grid squares did Melissa shade? How many grid squares did Nancy shade?
develop evidence Why did they need to shade different numbers of grid squares?
that will be
evaluated using the 2. The picture shows how much of a Kristen’s room was wallpapered.
scoring criteria
What part of the room has been wallpapered?

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This model shows how much of the Alex’s room was wall papered. Kristen and Alex’s rooms are the same size.
Kristen thinks wall papered more of the room than Alex. Alex thinks they both wall papered the same amount. Who
do you agree with? Explain your thinking

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 Evidence of student learning
Criteria for assessment
Concept identify patterns in equivalent fractions.
The products of multiples present patterns that students can describe.
Fractions
The denominator in any model will be included in the sum and difference.
Using equivalent fractions to change mixed numbers into improper fractions.
Connect physical representations and symbols when developing understanding
Making reasonable estimates of fractions can be done with practice of benchmark fractions.
use repeated reasoning when ordering fractions.
Rules developed for adding and subtracting with like denominators.

Problem solving / explain problems to themselves and makes several attempts at solving them.
modeling
Concrete objects or pictures may help to conceptualize concepts and assist in finding solutions.
eliminate unreasonable answers when making sense and persevering.
Multiple step problems will take more time, students do not give up.
Use vocabulary such as “value” to determine next steps.
represent mathematical situations in multiple ways such as writing expressions and equations to describe problems.
Draw models to determine fractional parts.
Drawing bar diagrams to solve real-world problems.
Using coins and place value grids to model decimal understanding.
use various tools,) such as fraction strips, colored tiles, number lines, drawings, etc. to add and subtract fractions.
Using coins, hundredths grids, place-value charts and place-value models to understand decimal place value.
Use a number line to represent fractional and decimal distances.
Communicate construct arguments using objects, pictures, or drawing.
reasoning
think aloud and engage in conversation about intended solution paths to include the critiquing of thought processes.
Discuss common errors that may occur when solving problems.

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 Discuss the process used to write fractions as decimals.
use reasoning skills when comparing fractional pieces for equivalence.
Use benchmark fractions to compare fractions. Representing fractions as a sum or difference in various ways.
Representing parts of the whole with both decimals and fractions.
Working with place value concepts, student will reason when representing and comparing fractions and decimals.
use number lines when ordering and comparing fractions
Precision is necessary when partitioning the whole.
Clear precise language is used when communicating ideas.
State the values of digits when comparing decimals

Prior Knowledge At end of Grade 3, Students should be able to

• Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally
partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.
(3.NF.1)

• Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram. (3.NF.2)

• Represent a unit fraction (1/b ) on a number line by defining the interval from 0 to 1 as the whole and partitioning it
into b equal parts as specified by the denominator. (3.NF.2)

• Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero. (3.NF.2)

• Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.
(3.NF.3)

• Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. (3.NF.3)

• Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing
that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and
justify conclusions. (3.NF.3)

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 Progression of learning
I can solve word
problems involving
See Prior Knowledge use base-ten compare and
order decimals
fractions and decimal
blocks, graph fractions by drawing
paper, and read, write, to the pictures/diagrams and
solve word other place and represent hundredths writing equations.
problems value models to decimal place using
apply involving explore and fractions in models and
understanding of multiplying a explain the decimal place-value
whole number solve word whole number relationship notation using charts.
use benchmark addition and problems times a fraction between models and
create and fractions to involving addition using visual
subtraction to add fractions with place-value
reason about reason about size and subtraction fraction models
and subtract unit denominators of models. I can compare
equivalent when comparing of fractions and and equations
fractions using 10 and 100. decimals using
fractions using and ordering mixed numbers
visual models representations
area models and fractions . I can explain (decimal grids,
number lines. I can explain a the
I can write a base ten models,
I can compose I can represent fraction as a relationship and number
fraction with a
and decompose a addition and multiple of a between a lines).
I can explain denominator of
I can represent fraction subtraction of unit fraction. fraction and a
that when 10 as an
equivalent fractions with decimal. I can compare
comparing I can describe I can multiply a equivalent
fractions with varied models decimals using
fractions they whole number fraction with a I can
manipulatives, that adding and (including a benchmarks (0,
must refer to subtracting of by a fraction denominator of represent a
models and number line). 0.5, and 1.00)
the same fractions must using visual 100. fraction with
number lines.
whole. refer to the I can represent models. a denominator I can compare
I can represent
I can explain same size whole addition and of 10 or 100 as decimals using
I can compare I can use the addition of
why fractions and having like subtraction of a decimal. place value.
fractions associative fractions with
are equivalent. denominators. mixed numbers
using property to denominators of I can identify I can estimate
with varied 10 and 100.
I can generate benchmarks I can represent explain that n x the tenths and decimals relative
models.
equivalent (7/8 > 3/10). addition and (a/b) = (n × hundredths to the
I can add two
fractions. subtraction of I can add and a)/b). place. benchmarks and
I can compare fractions with
fractions with subtract compatible
I can recognize fractions by I can solve word denominators 10 I can
varied models fractions and numbers.
equivalence to reasoning problems by and 100. represent a
(including a mixed numbers
1/2 quickly. about their multiplying a decimal on a I can record
number line). with varied
size and whole number number line comparisons
I can explain strategies.
relationship (7 I can solve word by a fraction. with varied using >, <, or =.
that visual What is a
/8 > 3/10) problems with I can solve word endpoints
models decimal
adding and problems with fraction? (ticked number
represent the. I can record What is the How does
subtracting adding and line and open
same-sized comparison connection modeling
fractions subtracting number line).
whole. using >, <, or between decimals on
fractions and 4.NF.5
=. “groups of” and number lines,
How is adding mixed numbers.
“multiples” How are place-value
How can fair I can explain and subtracting when decimals an charts, and grids
shares be used How
howdofractions whole numbers What is a mixed decomposing a extension of make the process
to determine equivalent
are compared. similar to number? fraction into the whole of comparing
equivalent fractions help adding and
in comparing unit fractions? number simpler?
fractions? subtracting system?
fractions? fractions? 4.NF.3 b,c 4.NF.4 a,b,c
4.NF.7
4.NF.1
4.NF.2 4.NF.3 a,d 4.NF.6

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Learning Intention 1 Create and reason about equivalent fractions using area models and number lines. Understand that the visual models represent the same-sized
whole.
Standard 4. NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions. Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Common Formative 1. What are 3 fractions equivalent to 3/4?

Assessment
2. How can 4/5 and 8/10 be equivalent if the numerator and denominator in each is different?
3. Represent the value of 1 ½ in 3 different ways.
4. Andy, Lee, and Val each ate ½ of pizza. The pizzas were the same size, but Andy ate one piece, Lee ate three slices, and Val ate four
slices. How is this possible? (Andy cut his in halves, Lee cut his in sixths, and Val cut her pizza into eighths.)
5. Show how 5/15 is equivalent to 1/3 rather than 1/5.
6. Write the statement 10/12 is twice as large as 5/6 on the board. Ask students if they agree or disagree with the statement. Can
they use a model to defend their answer?

7. Why is 3/5 the same as 6/10 when the two fractions have different numbers?
Learning Intention Use benchmark fractions to reason about size when comparing and ordering fractions that have different numerators and different
2 denominators.
Standard 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 the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).
Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Common Formative 1. Write three fractions between ½ and 1 whole.
Assessment
2. With a partner, list five fractions between 0 and ⅘?
3. If two fractions have the same numerator, how will this help you compare the fractions? Explain.
4. How do benchmark fractions help you compare fractions?
5. If you were hungry and you offered your friend a choice between ⅗ of a cookie and 7/10 of a cookie, which fraction of a cookie would
you hope she took? Explain.

6. What strategies could you use to compare ¾ and 2/12?

7. Think of a real-world example when ¾ would be smaller than ½. (Students should think of examples where the whole is different. For
example, ¾ of a cupcake is less than ½ of an entire cake.

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 8. Two students were asked to write a sentence using the fractions ⅔ and 2/6. Damian wrote “The numerators of ⅔ and 2/6 are equal,
so the fractions are equal.” Devon wrote “2/6 is greater than ⅔ because 6 is greater than 3.” Do you agree with Damian, Devon, or
neither? Explain why.
Learning Intention Apply the understanding of whole number addition and subtraction to add and subtract unit fractions using visual models such as fraction strips
3 or area models.
Standard 4.NF.3a, Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
A. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators (e.g., by
using visual fraction models and equations to represent the problem).
Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Common Formative 1. Why is ¼ + ¼ not equal to 2/8?

Assessment
2. Will 6/10 + 6/10 be greater than one whole? Explain how you know.
3. How can you figure out what ¼ + ½ is without finding a common denominator? Explain how you did found the answer.
4. Decompose 11/12 in 3 different ways.
5. Esther ate ¾ of a small pizza on Monday and she ate ¼ of a large pizza on Tuesday. She says that she has eaten a whole pizza. Is
she correct? Why or why not? Explain your answer.

6. Think of a time in your life where you might you need to add or subtract fractions.
7. At noon, the bakery had 1 whole pumpkin pie and 5/12 of a pumpkin pie available to sell. At the end of the day, 3/12 of a pie was
left. How much pumpkin pie did the bakery sell during the afternoon?

8. Shelly needs 1 ⅜ cups of oats for a cookie recipe. How many cups of oats does Shelly need if she is tripling the recipe? (This question
is not exclusive to multiplication of fractions, repeated addition can be used)

9. The answer is 5 ⅙, write a story problem involving addition and/or subtraction to result in this answer.
10. Jashae has 3 ¾ foot of yarn. She uses 1 ¼ foot of the yarn to make a bracelet. Then she gave her sister 1 ¼ foot of yard for her
bracelet. How much yarn does she have left? Represent this problem visually.
11. Don came home and found a fraction of a large pizza on the counter. He eats 3/8 of the pizza and now there is 2/8 of a pizza left.
What fraction of the pizza was on the counter when he got home?

Learning Intention Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction
4 models, and equations to represent the problem.

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Standard 4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.3b, Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an
equation. Justify decompositions (e.g., by using a visual fraction model). Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8
= 8/8 + 8/8 + 1/8.
4.NF.3c. Add and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and subtraction).

Common Formative 1. How many ways can you decompose 7/8? Show your representations.
Assessment
2. What set of numerators can you find to make this equation true? Is there a different answer?
3. 5/10 + 1/10 + 4/10 = /10 + /10 + _/10
4. Lily is having a sleepover with 2 friends. They order one party size submarine sandwich and it is cut into 12 equal parts. They eat the
entire sandwich, but each person has a different number of parts. What is one way the sandwich was shared? Write an equation to
represent your answer equal to 12/12. Is there a different way the friends could have shared the sandwich?

5. Play “Can You Get There In ? Jumps.” Using a number line, give students a fraction such as 10/12. Ask students to get there in 3
jumps on the number line. One answer might be 2/12, to 5/12, to 10/12 and can be represented by 2/12 + 3/12 + 5/12. Then ask if
they can get there in 4 jumps?

6. If the sum of two mixed numbers is 6, what could the two addends be?
7. Is the sum of 4 ⅖ + 2 ⅘ over or under 7? Explain why or why not.
8. Is the difference of 5 ⅔ - 3 ⅓ over or under 2? Explain why or why not.
9. How can you demonstrate how 4 ½ is equal to 9/2? Use models, drawings and/or equations to explain your thinking.
10. Write two problems that have a difference of 3 4/10?

Learning Intention Solve word problems involving multiplying a whole number times a fraction using visual fraction models and equations to represent the problem.
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Standard 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.4A. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4),
recording the conclusion by the equation 5/4 = 5 × (1/4).
4.NF.4B. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example,
use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
4.NF.4C. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to
represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party,

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 how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Common Formative 1. Josh noticed that ⅓ + ⅓ + ⅓ +⅓ was the same as 4 x ⅓. Do you agree or disagree with Josh’s observation? Explain your thinking.
Assessment
2. What pattern do you notice when multiplying a whole number by a fraction? Why do you think this pattern occurs?
3. When multiplying a whole number by a fraction, what happens to your product? Why is your product less than your original whole
number? (also works for 4.NF.4b)

4. What two factors can be multiplied to equal a product of 6/8?

5. What is the relationship between decomposing fractions and multiplying fractions by a whole a number? (halving and doubling)
6. Why is 3 x 2/6 the same as 6 x ⅙?
7. What equation could equal the same product as 2 x 8/10?

Learning Intention Use base-ten blocks, graph paper, and other place value models to explore and explain the relationship between fractions with denominators of
6 10 and 100.
Standard 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. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Common Formative 1. How does your knowledge of multiples help you find equivalent fractions with denominators of 10 or 100?
Assessment
2. How can understanding 3/10 is equivalent to 30/100 help when adding and fractions? Give an example of how this can be used.
3. How does your knowledge of place value help you prove that 4/10 + 5/100 = 45/100?
4. Write a fraction addition number sentence where one addend has a denominator of 10 and the other addend has a denominator of 100
and the sum of 90/100. Is there another possibility?

5. Do 6/10 and 60/100 occupy the same point on a number line? Justify why or why not.
6. Look at these four items: 5/10 ½ 0.5 5/100. Write an argument for which one does not belong.
Learning Intention Read, write, and represent decimal fractions in decimal notation using models and place-value models.
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Standard 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters;
locate 0.62 on a number line diagram.
Note: Grade 4 expectations include decimals greater than 1 through 100 (i.e. 74.62).

Common Formative 1. What is the relationship between decimals and fractions?

Assessment

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 2. Is it easier to convert a fraction to a decimal when the denominator is a multiple of 10? An even number? An odd number?
3. Rewrite this number sentence using decimals : 40/100 + 2/100 = 42/100.
4. Write three decimals that are in between ¼ and ¾? How do you know your answer is correct?
5. Name two decimals that occupy the same point on a number line.

Learning Intention Compare and order decimals to the hundredths place using models and place-value charts.
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Standard 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).
Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Common Formative 1. How does your knowledge of fractions and/or place value help you compare decimals? Use the comparison of .6 and .36 in your
Assessment response.

2. Write four decimals that are in between .3 and .67?

3. What decimal could be less than .7 but have a 9 in it?
4. How can you arrange the digits 5,3,0 to create the smallest/largest decimal possible? How can you arrange these digits to create a
decimal between .5 and .9?

5. Megan has a collection of dimes and pennies and Jennifer has 64 pennies. Megan is arguing that she has more money even though she
less coins. What coins could Megan have that would make Megan correct? What coins could she have that would make Megan
incorrect?

6. How do you know that 0.04 < 0.40?

7. When could .6 be smaller than .3? (e.g., .6 of a meter vs. .3 of a kilometer)
8. What digits could be placed in the blank to make the number sentence true? 0.43 > 0.__9

Resources NC Tools for Teachers

HCPSS Grade 4
SCUSD Grade 4
Match Fish Tank Grade 4
Utah UEN Resources Grade 4

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Reflection

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