Grade 4 Unit 6: Decimal Fractions ( 4 Weeks) Stage 1 – Desired Results Established Goals Unit Description The Mathematical Practices should be evident...
Grade 4 Unit 6: Decimal Fractions ( 4 Weeks) Stage 1 – Desired Results Established Goals Unit Description The Mathematical Practices should be evident throughout instruction and connected to the content addressed in this unit. Students should engage in mathematical tasks that provide an opportunity to connect content and practices. Common Core Learning Standards Understand decimal notations for fractions, and compare decimal fractions. 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. 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. 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 , =, or .35 4/10 > 3.5/10 40/100 > 35/100 .35 < .40 3.5/10 < 4/10 35/100 < 40/100 5. (4.NF.5) Student correctly shows that the total area is .35 + .40 = .75 with numbers Student correctly shows that the total area is .75 using any model Total Points
Novice 0 - 3 points
Points
Section Points
1 1
2
2
2
2
4
2
1
1
1
3
2 12
Apprentice
Practitioner
Expert
4 - 7 points
8 - 11 points
12 points
12
Name: __________________________
Date: _____________
Grade 4 Unit 6 Final Performance Task: Hallway Duty Ms. Collins, the principal at PS 226 has asked teachers to monitor certain sections of the hallways during dismissal. Below is a floor plan of the hallways at PS 226.
1) Color in the section of the school that each teacher could have been asked to take care of. Teacher Mrs. Darling Mrs. Woodley Mr. Hunter Mr. Bailey Ms. Baker
Section Size 2/10 1/2 .15 .10 5/100
Color to shade Green Red Yellow Orange Blue
2) Who covered more of the hallway: Mrs. Darling or Mr. Hunter?
3) Use any model and/or numbers to prove which teacher covered more of the hallway
4) Write an expression using , or = comparing Mrs. Darling’s section to Mr. Hunter’s section using decimal numbers ________________________________________ 5) Mrs. Woodley says that the sections are not fair. She claims that her section is bigger than everyone else’s sections combined! Is she right? Use any model and numbers to illustrate your thinking.
1. (4.NF.5) a. Student correctly shades 2/10 of the floor plan (or 20 squares) b. Student correctly shades ½ of the floor plan (or 50 squares). c. Student correctly shades .15 of the floor plan (or 15 squares). d. Student correctly shades 1/10 of the floor plan (or 10 squares). e. Student correctly shades 5/100 of the floor plan (or 5 squares)
1 1 1 1 1
5
2. (4.NF.7) Student correctly states that Mrs. Darling covered more of the hallway
1
1
2
4
3. (4.NF.7) Student correctly uses any model such as a number line, hundredths circle or hundredths grid to prove that Mrs. Darling covers 20/100 while Mr. Hunter only covers 15/100
2
Student also uses numbers to prove that Mrs. Darling covers more area by converting 2/10 to 20/100 and .15 to 15/100 or another such viable method. 4. (4.NF.6, 4.NF.7) Student writes a correct expression (with decimals) such as: .15 < .20 .2 > .15
1
1
5. (4.NF.5, 4.NF.7) Student correctly states that Mrs. Woodley’s one section is equal to all 1 of the other sections combined, not more than.
6
Student proves, using any model (can count the number of shaded squares) that Mrs. Woodley’s section = all the other sections combined Student uses math to show the addition of the other 4 sections by converting all section sizes into a common denominator such as 100. Then, shows how it is equal to Mrs. Woodley’s section. Total Points
