1 2 3 4 5 6 Standards Skills Concepts Through a Particular Cognitive Sample Activity Included in Included in Context Demand/ Standard Standard Levels of Thinking Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. C-4.NF.3 Understand a fraction a/b as a sum of fractions 1/b Understand Generally, standards 4.NF1-3 will be taught with a > 1 as a Understand a fraction a/b with a > 1 in close time proximity, therefore the sum of fractions as a sum of fractions 1/b. examples used in 4. NF.1 and 2 can be used 1/b. to have students show ¾ of a whole (cake, pizza, length of board, rope, etc.) Also, it would be useful to discuss and use fractional portions of groups, such as ¾ dozen eggs or ½ case of soda. C-4.NF.3a Understand addition and as joining and separating Understand Yeager High School’s football team orders subtraction of parts referring to the Understand addition and subtraction pizza after every home game. Last week fractions same whole. of fractions as joining and separating they ordered 10 large pizzas with 10 slices parts referring to the same whole. in each pizza. 3 slices were eaten from the first pizza, 5 from the second, ten from the third and fourth, 9 from the 5th, 6th, 7th and 8th, 1 from the 9th and 8 from the tenth . How much pizza was eaten? How much was left? 1 2 3 4 5 6 Standards Skills Concepts Through a Particular Cognitive Sample Activity Included in Included in Context Demand/ Standard Standard Levels of Thinking
1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. C-4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. as a sum of fractions 1/b Understand Generally, standards 4.NF1-3 will be taught in close time proximity, therefore the examples used in 4. NF.1 and 2 can be used to have students show ¾ of a whole (cake, pizza, length of board, rope, etc.) Also, it would be useful to discuss and use fractional portions of groups, such as ¾ dozen eggs or ½ case of soda. C-4.NF.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand Yeager High School’s football team orders pizza after every home game. Last week they ordered 10 large pizzas with 10 slices in each pizza. 3 slices were eaten from the first pizza, 5 from the second, ten from the third and fourth, 9 from the 5th, 6th, 7th and 8th, 1 from the 9th and 8 from the tenth . How much pizza was eaten? How much was left? 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity