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K-5 Grade 4 Unit 2 Lesson 4

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Lesson 4

Warm-up Activity 1 Activity 2

Unit 2, Lesson 4

Same Size, Related Sizes

Grade 4

Warm-up

Notice and Wonder: A Fraction Strip and a Number Line

What do you notice? What do you wonder?

diagram on top of number line, equal lengths. Diagram, 12 equal parts. Number line from 0 to 1. 5 evenly spaced tick marks.

Are You Ready for More?

Activity 1

Same Size, Different Numbers

Here’s a diagram of fraction strips, with two blank strips added.

9 connected diagram.

Use one blank strip to show tenths. Label the parts. How did you partition the strip?
Use the other blank strip to show twelfths. Label the parts. How did you partition the strip?
Jada says, “I notice that 1 of the parts is the same size as 2 of the parts and 3 of the parts. So, , , and must be equivalent fractions.” Jada’s reasoning is correct.

Find a fraction in the diagram that is equivalent to each of the following fractions. Be prepared to explain your reasoning.

Activity 2

Fractions on Number Lines

The point on this number line shows the fraction .

Label the tick marks on each number line.
You will locate , , and on one of the number lines.
1. Which number line would you use for each fraction? Be prepared to explain your reasoning.
2. Locate and label each fraction (, , and ) on a different number line.
Locate and label each fraction on one of the number lines.

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Are You Ready for More?

Standards Alignment

Building On

3.NF.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

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Addressing

Building Toward

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.

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Standards Alignment

Building On

3.NF.3.b

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

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Addressing

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.

View Full Standard

Building Toward

Standards Alignment

Building On

3.NF.2.a

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

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Addressing

Building Toward

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.

View Full Standard