Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Page 19
Page 20
Page 21
Page 22
Page 23
Page 24
Page 25
Page 26
Page 27
Page 28
Page 29
Page 30
Page 31
Page 32
Page 33
Page 34
Page 35
Page 36
Page 37
Page 38
Page 39
Page 40
Page 41
Page 42
Page 43
Page 44
Page 45
Page 46
Page 47
Page 48
Page 49
Page 50
Page 51
Page 52
Page 53
Page 54
Page 55
Page 56
Page 57
Page 58
Page 59
Page 60
Page 61
Page 62
Page 63
Page 64
Page 65
Page 66
Page 67
Page 68
Page 69
Page 70
Page 71
Page 72
Page 73
Page 74
Page 75
Page 76
Page 77
Page 78
Page 79
Page 80
Page 81
Page 82
Page 83
Page 84
Page 85
Page 86
Page 87
Page 88
Page 89
Page 90
Page 91
Page 92
Page 93
Page 94
Page 95
Page 96
Page 97
Page 98
Page 99
Page 100
Page 101
Page 102
Page 103
Page 104
Page 105
Page 106
Page 107
Page 108
Page 109
Page 110
Page 111
Page 112
Page 113
Page 114
Page 115
Page 116
Page 117
Page 118
Page 119
Page 120
Page 121
Page 122
Page 123
Page 124
ommoOnlineCAorders.comFAX800-366-1158Phone800-225-024834TeacherResourceBookGrade4TeacherResourceBookProvideteacherswitheasy-to-understandstep-by-steplessonsupportandembeddedprofessionaldevelopmentateverysteptohelpthemlearnthenewstandardsquicklyandefficiently.UnderstandFractionAdditionandSubtractionLesson15FocusonMathConceptsL15UnderstandFractionAdditionandSubtraction138CurriculumAssociatesLLCCopyingisnotpermitted.StudentBookpages136141CCSSFocus4.NF.3Understandafractionabwitha.1asasumoffractions1b.a.Understandadditionandsubtractionoffractionsasjoiningandseparatingpartsreferringtothesamewhole.b.Decomposeafractionintoasumoffractionswiththesamedenominatorinmorethanonewayrecordingeachdecompositionbyanequation.Justifydecompositionse.g.byusingavisualfractionmodel.STANDARDSFORMATHEMATICALPRACTICESMP18seepageA9forfulltextLESSONObjECTIvESUnderstandadditionasjoiningparts.Understandsubtractionasseparatingparts.Extendtheirunderstandingofadditionandsubtractionofwholenumberstoadditionandsubtractionoffractions.Usefractionmodelstoaddandsubtractfractionswithlikedenominators.PREREqISITESkILLSInordertobeprocientwiththeconceptsinthislessonstudentsshouldKnowadditionandsubtractionbasicfacts.Understandthemeaningoffractions.Identifynumeratorsanddenominators.Writewholenumbersasfractions.vOCAbLARyThereisnonewvocabulary.Reviewthefollowingkeyterms.numeratorthetopnumberinafractionittellsthenumberofequalpartsthatarebeingdescribeddenominatorthebottomnumberinafractionittellsthetotalnumberofequalpartsinthewholeTHELEARNINgPROgRESSIONOnegoaloftheCommonCoreistodevelopadeeperunderstandingoffractionsbyusingaprogressionofconceptsfromsimpletocomplex.Thislessonpreparesstudentsfortheconceptualshiftinvolvedinprogressingfromaddingandsubtractingwholenumberstoaddingandsubtractingfractions.Studentsareguidedtothinkofoperationswithfractionsasverymuchlikeoperationswithwholenumbers.Studentsseethatyoucancountwithunitfractionsjustasyoucountwithwholenumbers.Andbecauseyoucancountwithunitfractionsyoucanalsodoarithmeticwiththem.Ifyouwalked25ofamile2fthsyesterdayand45ofamile4fthstodayaltogetheryouwalked65ofamile6fthsbecause2thingsplus4moreofthosethingsis6ofthosethings.Studentsusethemeaningoffractionsandthemeaningsofadditionandsubtractionthatwerebuiltinearliergradestounderstandwhytheproceduresforaddingandsubtractingfractionsmakesense.TeacherToolboxTeacher-Toolbox.comPrerequisiteSkills4.NF.3ReadyLessonsToolsforInstructionInteractiveTutorials1LessonOverviewpageincludeshelpfulinformationsuchaslessonobjectivesthelearningprogressionandprerequisiteskills.2StepbyStepgivesteachersexplicitexpertguidanceonhowtobestteachaparticularskillincludingsuggestedlanguage.3MathematicalDiscoursehelpsteachersstimulatediscussionandexchangeofideas.5AssessmentandRemediationidentifiescommonstudenterrorsandmisconceptionsandexplainshowtocorrectthem.4SMPTipshelpteachersrecognizeaspecificopportunitytoreinforceoneoftheStandardsforMathematicalPractice.142L15UnderstandFractionAdditionandSubtractionCurriculumAssociatesLLCCopyingisnotpermitted.Par2GuiddIsruioLsso15AtAGLAnceStudentsusenumberlinestoshowsubtractingfractions.Thentheyusemodelstoshowaddingandsubtractingfractions.StePByStePOrganizestudentsinpairsorgroups.YoumaychoosetoworkthroughtherstTalkAboutItproblemtogetherasaclass.Walkaroundtoeachgrouplistentoandjoininondiscussionsatdifferentpoints.UsetheMathematicalDiscoursequestionstohelpsupportorextendstudentsthinking.Whensharingideasaboutproblems9and10besuretoemphasizethatwhenlabelingthenumberlinenumeratorscountonbyonesbutthedenominatorremainsthesame.DirectthegroupsattentiontoTryItAnotherWay.Haveavolunteerfromeachgroupcometotheboardtodrawthegroupssolutionstoproblems11and12.SMPtipDuringthistimeyoumaychoosetoaskaparticulargrouptopreparetosharetheirthinkingorsolution.Encouragestudentstocritiquethegroupsreasoningespeciallyifitshowsadifferentwaytoshoworthinkaboutoneoftheproblemsorshowsamisconceptionthatsurfacedduringthegroupworktime.SMP3Usfraiosripsosubrafraios.MaterialsstripsofpapermarkersscissorsModelhowtofoldthestripofpaperinhalfinhalfagainandinhalfathirdtime.Tellstudentstounfoldthestripsanduseamarkertoshowthe8equalsections.Directstudentstocutouteachsection.Askthemtonamethefractionthatrepresentseachsection.3184Havethemlabeleachsection.Write78258ontheboard.Havestudentsusetheirstripstoshowthatthedifferenceis28.Hads-OAiviWhatisanothernamefor88126Explainyourthinking.Studentsshouldrecognizethateight18piecesmakeup1wholeandthattwelve16piecesmakeup2wholes.CanyouthinkofanotherwaytoshowndingadifferenceonanumberlineStudentsmaymentionaddinguptosubtract.Forexampletond78228youmightstartat28andthinkWhatdoIneedtoaddtogetto78MahmaialDisoursPar2GuiddIsruioLsso15CurriculumAssociatesLLCCopyingisnotpermitted.139L15UnderstandFractionAdditionandSubtractiontalkAbouISolvhproblmsblowasagroup.8Lookatyouranswerstoproblems2and3.HowiscountingbyfractionsthesameascountingwithwholenumbersHowisitdierent9Labelthenumberlinebelowanduseittoshow78228.10Labelthenumberlinebelowanduseittoshow56216.trIAohrWaWorkwihourgroupousharamodlsoshowaddigorsubraigfraios.11Show18128.12Show6102210.PossiblaswrWhououwihwholumbrsououbos.Whououwihfraioshumraorousbos.PossiblaswrWhouigbfraiosououbhumraorswhilhdomiaorsashsamahim.18048889810811812828385868781604686961061161262636566676L15UnderstandFractionAdditionandSubtraction141CurriculumAssociatesLLCCopyingisnotpermitted.Par2GuiddIsruioLsso15AtAGLAnceStudentsusenumberlinestoanswerquestionsreinforcingtheunderstandingthatfractionsarenumbers.StePByStePTellstudentsthattheywillhavetimetoworkindividuallyontheExploreItproblemsonthispageandthensharetheirresponsesingroups.Youmaychoosetoworkthroughtherstproblemtogetherasaclass.Asstudentsworkindividuallycirculateamongthem.Thisisanopportunitytoassessstudentunderstandingandaddressstudentmisconceptions.UsetheMathematicalDiscoursequestionstoengagestudentthinking.Ifstudentsneedmoresupportsuggestthattheycountoutloudtohelpthemllinthemissingnumbersinproblems2and3.Tohelpstudentsanswerproblem4havethemputtheirngeron64onthenumberlinethencountonby14.Similarlytoanswerproblem5havethemputtheirngeron35onthenumberlineandcountonby15.Takenoteofstudentswhoarestillhavingdifcultyandwaittoseeiftheirunderstandingprogressesastheyworkintheirgroupsduringthenextpartofthelesson.STUDENTMISCONCEPTIONALERTSomestudentsmaythinkthatafractionisalwayslessthan1.Ifthismisconceptionpersistsusefractionstripstodemonstratefractionslessthanequaltoandgreaterthan1.Thenencouragestudentstousethefractionstripstoshowandnameotherfractionsgreaterthan1.InwhichdirectiononthenumberlinedoyoumovewhenaddingExplain.Responsesmightincludethefactthataddingmeansjoiningsoyouwillbegettingsegmentsthatarelongerorananswerfarthertotherightthanthenumberyoustartedwith.Forproblem5willtheanswerchangeiyoufnd35morethan15Explain.Listenforresponsesthatdemonstrateanunderstandingthatyoucanaddtwonumbersinanyorderandgetthesamesum.MahmaialDisoursPar2GuiddIsruioLsso15CurriculumAssociatesLLCCopyingisnotpermitted.L15UnderstandFractionAdditionandSubtraction138explorIcouigoadusigaumbrliarwowasohikabouaddigfraios.2Countbyourthstofllintheblanks14244454Nowlabelthenumberline.0142444541043Countbyfthstofllintheblanks1525Nowlabelthenumberline.0152565Ushumbrlisabovoaswrumbrs4ad5.4Whatis14morethan645Whatis15morethan35nowrhswoproblms.6Labelthenumberlinebelowanduseittoshow24114.7Labelthenumberlinebelowanduseittoshow34114.343464643535454555554574747484849494140444842434546474140444842434546474DierentiatedInstructionLesson16AssessmentandRemediationHands-OnActivityChallengeActivityL16AddandSubtractFractions155CurriculumAssociatesLLCCopyingisnotpermitted.Writeaproblemforagivensum.Tellstudentsthatthesumoftwofractionsis25.Howevertheoriginalfractionsdidnothavedenominatorsof5.Challengestudentstowriteafractionadditionproblemthathasasumof25.3Possibleanswer31011104Usefractionstripstoaddfractions.MaterialsstripsofpapermarkersDistributepaperandmarkerstoeachstudent.Directstudentstofoldastripofpaperinhalfandtheninhalfagain.Tellthemtounfoldthestripsandusethemarkertoshowthe4equalsections.Tellstudentstocolor14ofthestrip.Thenhavethemcoloranother14ofthestrip.Write14114ontheboard.Challengethemtousetheirfractionstripstoshowthatthesumis24or12.Iftimeallowsrepeatforotherdenominatorsbyfoldinganotherstripofpaperthreeorfourtimes.Askstudentstond4101210.3610or354Forstudentswhoarestillstrugglingusethechartbelowtoguideremediation.Afterprovidingremediationcheckstudentsunderstanding.Askstudentstoexplaintheirthinkingwhilending25135.355or14IfastudentisstillhavingdifcultyuseReadyInstructionLevel4Lesson15.Iftheerroris...Studentsmay...Toremediate...620haveaddedboththenumeratorsandthedenominators.Remindstudentsthatthedenominatortellsthekindofpartsyouareadding.Explainthatjustas4apples12apples56apples4tenths12tenths56tenths.310haveaddednumeratorsaddeddenominatorsandthensimplified.Remindstudentsthatthedenominatortellsthekindofpartsyouareadding.Explainthatjustas4apples2apples6apples4tenths2tenths6tenths.210havesubtractedthefractions.Remindstudentstoreadtheproblemcarefullytobesuretheyreusingthecorrectoperation.15havesubtractedthefractionsandsimplified.Remindstudentstoreadtheproblemcarefullytobesuretheyreusingthecorrectoperation.42351ReadyCommonCoreMathematicscontinued