PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction as a multiple of 1/b. a/b For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). Domain: Number and Operations - Factors Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Represent a fraction a/b as a multiple of 1/b (unit fractions). For example, represent 5/4 as an accumulation of five ¼’s. Apply multiplication of whole umbers to multiplication of a fraction by a whole number using visual fraction models. (For example, just as students know that four can be represented by 4x3, 3’s students know that 5 is 5 x ¼ ¼’s which is 5/4.) Make sense of problems Reason abstractly and Construct viable Model with Use appropriate Attend to Look for and Look for and and persevere in quantitatively. arguments and mathematics. tools strategically. precision. make use of express regularity solving them. critique the reasoning structure. in repeated of others. reasoning. Evidence of Student Common Core Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Multiple Students know: Students understand EE4.NF.4. N/A (See EE4.NF.4. N/A (See EE. 4.OA.1-2.) Given any fraction, that/are able to: EE. 4.OA.1-2.) Associative Property Use their knowledge of of Multiplication, Represent and rename multiples of whole fractional quantities as numbers to connect a multiples of whole Characteristics of visual representation of a numbers and unit multiplication non-unit fraction to a fractions, contexts for whole product of a whole numbers and fractions, Strategically choose and apply a variety of
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). Domain: Number and Operations - Factors Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Quarter 1: Quarter 2: Quarter 3: Represent a fraction a/b as a multiple of 1/b (unit fractions). For example, represent 5/4 as an accumulation of five ¼’s. Apply multiplication of whole umbers to multiplication of a fraction by a whole number using visual fraction models. (For example, just as students know that four 3’s can be represented by 4x3, students know that 5 ¼’s is 5 x ¼ which is 5/4.) Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique 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. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given any fraction, Use their knowledge of multiples of whole numbers to connect a visual representation of a non-unit fraction to a product of a whole Multiple Students know: Associative Property of Multiplication, Characteristics of multiplication contexts for whole numbers and fractions, Students understand that/are able to: Represent and rename fractional quantities as multiples of whole numbers and unit fractions, Strategically choose and apply a variety of EE4.NF.4. N/A (See EE. 4.OA.1-2.) EE4.NF.4. N/A (See EE. 4.OA.1-2.)
4th-Math-Pacing-Guide-Version-3.docx