why a fraction is equivalent to a fraction (n × × by using visual 4.NF.1:Explain a/b a)/(n b) 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. two fractions with different numerators and different denominators, e.g., by 4.NF.2:Compare creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Mathematical Practice: 1, 3, 6 Type: Individual or Individual w/Interview SOLUTION: See below Level 5: Level 4: Level 3: Level 2: Level 1: Distinguished Strong Command Moderate Command Partial Command No Command Command Students used representation to find Students did not use Students Does not equivalents fractional benchmarks to solve attempted to address task, benchmarks. Students were able to use the problem, compare the unresponsive, benchmarks to help estimate the size of however, they were fractions using unrelated or the number and compare fractions to able to determine that representation; inappropriate. see if they were equal. Students were two out of the three however, their able to develop and use benchmarks that fractions were equal answer did not relates to different forms of and 30/100 would come up with the representation of rational numbers (for give the band club less correct example, 25 out of 100 is the same as money. Students solution. An ¼). By doing so, students were able to showed their work understanding of determine that two out of the three and gave a clear using benchmark fractions were equal and 30/100 would explanation of the fractions was not give the band club less money. Students answer to their evident in their showed their work and gave a clear problem. work.
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. 4.NF.2:Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Mathematical Practice: 1, 3, 6 Type: Individual or Individual w/Interview SOLUTION: See below Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: No Command Students used representation to find equivalents fractional benchmarks. Students were able to use benchmarks to help estimate the size of the number and compare fractions to see if they were equal. Students were able to develop and use benchmarks that relates to different forms of representation of rational numbers (for example, 25 out of 100 is the same as ¼). By doing so, students were able to determine that two out of the three fractions were equal and 30/100 would give the band club less money. Students showed their work and gave a clear Students did not use benchmarks to solve the problem, however, they were able to determine that two out of the three fractions were equal and 30/100 would give the band club less money. Students showed their work and gave a clear explanation of the answer to their problem. Students attempted to compare the fractions using representation; however, their answer did not come up with the correct solution. An understanding of using benchmark fractions was not evident in their work. Does not address task, unresponsive, unrelated or inappropriate.