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    Par br4 U7 2

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    par-br4-u7-2

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    201 views2 pages

    Par br4 U7 2

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    of 2

    Bridges in Mathematics How to Compare Fractions

    1
    • Compare each fraction to 2 .
    Grade 4 Unit 7 If one is greater and one is less, you know
    which is greater.
    • Compare each fraction to 1. The fraction

    Reviewing & Extending


    closest to 1 is greater.
    • Think about common denominators.
    • If the numerators are the same, think about

    Fractions, Decimals
    the size of the denominators.
    (For example, 34 > 123
    because fourths are
    larger than twelfths.)

    & Multi-Digit Multiplication


    In this unit your child will:
    ❚❚ Compare fractions
    ❚❚ Recognize and generate equivalent fractions
    ❚❚ Represent and compare decimal numbers
    ❚❚ Multiply two-digit numbers with the standard algorithm and other methods
    Your child will learn and practice these skills by solving problems like those
    shown below. Use the free Math Vocabulary Cards app for additional support:
    mathlearningcenter.org/apps.
    PROBLEM COMMENTS

    Sketch and name two fractions that are equivalent to


    1
    . Students show the process of creating equivalent fractions
    3
    by dividing equal parts of a fraction bar into even more
    1 equal parts. In this example, each third is divided into two
    3 equal parts to show sixths and then into three equal parts
    a to show ninths. These bars can be used to show fractions
    2 1 2 3
    that are equivalent to 3 : 6 and 9 . As long as the resulting
    6
    _______
    number of equal parts is a multiple of 3 (6, 9, 12, … 42, and
    b 3 so on), the bar can be used to represent a fraction equivalent
    1
    9 to 3 .
    _______

    Write an inequality symbol (< or >) to show which To successfully determine which fraction or decimal number
    fraction is greater and which is less. in a pair is greater, students need to think carefully about the
    value each represents. In the first example at left, students
    30
    100 < 6
    10
    40
    100 > 2
    10
    30 6
    might decide that 100 is greater than 10 if they are not thinking
    carefully about the value of each fraction. If they slow down
    6 60 6
    to rewrite 10 as 100 , they can see clearly that 10 is greater
    Write an inequality symbol (< or >) to show which 30
    than 100 . Similarly, although 39 is greater than 4, the decimal
    decimal is greater and which is less.
    0.4 is greater than 0.39 because 0.4 is equal to 4 tenths or 40
    hundredths, and 40 hundredths is greater than 39 hundredths.
    0.08
    < 0.3 0.39
    < 0.4 If students are struggling to compare decimal fractions,
    encourage them to rewrite the fractions with a common
    denominator of 100. If they are struggling to compare decimals,
    they can rewrite each to the hundredths place or rewrite each
    as a decimal fraction. This will force them to think carefully
    about the actual value of each fraction or decimal, instead of
    thinking about the digits as isolated whole numbers.

    © The Math Learning Center 0519 1 www.mathlearningcenter.org


    Parents and teachers may reproduce this document for classroom and home use.
    Grade 4, Unit 7: Reviewing & Extending Fractions, Decimals & Multi-Digit Multiplication

    PROBLEM COMMENTS

    Solve this problem. 1 Students are becoming fluent with the standard algorithm
    32 × 19 = _____
    32 and should be able to use it to multiply multi-digit
    × 1 19 numbers. Some students will have other equally efficient
    32 × 20 = 640 288 and accurate strategies for solving problems like this one,

    640 – 32 = 608 + 320 as shown at far left.


    608
    Terrell’s aunt pays him to help with her yardwork. She Students are eventually expected to write their own
    pays him $4 per hour. Terrell’s little sister helps him expressions to represent problem situations. Selecting an
    with the work sometimes. For her help, Terrell gives expression from a few choices is a step toward that skill. It
    his little sister $10. Which expression shows how requires students to think carefully about the relationships
    much money Terrell has left after paying his sister? among the numbers in the problem.
    (The letter h stands for the number of hours Terrell
    will work for his aunt.)

    14 × h 4 + 10 × h 4 × h – 10 6×h

    How much money will Terrell have after working 16


    hours and paying his sister? Show all your work.
    4 × 16 – 10
    2 × 2 × 16 – 10
    2 × 32 – 10
    64 – 10
    $54

    FREQUENTLY ASKED QUESTIONS ABOUT UNIT 7


    Q: Why does my student use pencil-and-paper to solve problems that would be
    more easily approached with a calculator? This work seems like review.
    A: We want fourth graders to become proficient with mental and paper-and-pencil methods for adding,
    subtracting, multiplying, and eventually, dividing. They need practice to become even more proficient at
    these skills, so please ask your student not to use a calculator for now.

    © The Math Learning Center 0519 2 www.mathlearningcenter.org


    Parents and teachers may reproduce this document for classroom and home use.

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