denominators, e.g., by Cluster 1: Extend Students should learn to compare fractions both by using a common creating common understanding of denominator (doesn’t have to be denominators or fraction equivalence the least common denominator) or numerators, or by and ordering. by using a common numerator. comparing to a benchmark fraction such Only have students compare two as 1/2. Recognize that fractions and they must use >, <, comparisons are valid or = to show the results of the only when the two comparisons. fractions refer to the same whole. Record the Students must be able to justify the conclusion by using a visual results of comparisons fraction model or explaining in with symbols >, =, or <, words. and justify the conclusions, e.g., by Students must understand that using a visual fraction these comparisons are valid only model. when the two fractions refer to the same whole. Fractions can be fractions greater than one and students should not be guided to put fractions in lowest terms or to simplify. Denominators limited to: 2, 3, 4, 5, 6, 8, 10, 12, 100. Formative Assessment Options Summative Assessment Options PLC Created Assessment Created Bay District Schools Unit/Big Idea for Learning Goal 10 Pacing Date(s)
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. Cluster 1: Extend understanding of fraction equivalence and ordering. Students should learn to compare fractions both by using a common denominator (doesn’t have to be the least common denominator) or by using a common numerator. Only have students compare two fractions and they must use >, <, or = to show the results of the comparisons. Students must be able to justify the conclusion by using a visual fraction model or explaining in words. Students must understand that these comparisons are valid only when the two fractions refer to the same whole. Fractions can be fractions greater than one and students should not be guided to put fractions in lowest terms or to simplify. Denominators limited to: 2, 3, 4, 5, 6, 8, 10, 12, 100. Formative Assessment Options Summative Assessment Options Created PLC Created Assessment Bay District Schools Unit/Big Idea for Learning Goal 10 Pacing Date(s)
Revised%20Crunch%20Calendar%204th%20Grade.docx