subtraction with unlike denominators in general is not a requirement at this grade. Knowledge Targets “I Can” Statements Standard Interpretations Rename and recognize a fraction with a Students can use base ten blocks, graph I can show a fraction with a denominator of 10 as a fraction with a paper, and other place value models to denominator of 10 as an equivalent denominator of 100. explore the relationship between fractions fraction with a denominator of 100 in with denominators of 10 and denominators of order to add the two fractions Recognize that two fractions with unlike 100. denominators can be equivalent. Students may represent 3/10 with 3 longs and may also write the fraction as 30/100 with the Reasoning Targets whole in this case being the flat (the flat Use knowledge of renaming tenths to represents one hundred units with each unit hundredths to add two fractions with equal to one hundredth). Students begin to denominators 10 and 100. make connections to the place value chart as shown in 4.NF.6. This work in fourth grade lays the foundation for performing operations with decimal numbers in fifth grade. Make sense of Reason abstractly and Construct viable Model with Use appropriate tools Attend to precision Look for and make Look for and express problems and quantitatively arguments and mathematics strategically use of structure regularity in repeated preserver in solving critiques the reasoning them. reasoning of others Cluster: Understand decimal notation for fractions, and compare decimal fractions. 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.
subtraction with unlike denominators in general is not a requirement at this grade. Knowledge Targets “I Can” Statements Standard Interpretations Rename and recognize a fraction with a denominator of 10 as a fraction with a denominator of 100. Recognize that two fractions with unlike denominators can be equivalent. I can show a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 in order to add the two fractions Students can use base ten blocks, graph paper, and other place value models to explore the relationship between fractions with denominators of 10 and denominators of 100. Students may represent 3/10 with 3 longs and may also write the fraction as 30/100 with the whole in this case being the flat (the flat represents one hundred units with each unit equal to one hundredth). Students begin to make connections to the place value chart as shown in 4.NF.6. This work in fourth grade lays the foundation for performing operations with decimal numbers in fifth grade. Reasoning Targets Use knowledge of renaming tenths to hundredths to add two fractions with denominators 10 and 100. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Cluster: Understand decimal notation for fractions, and compare decimal fractions. 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.