## Weekly Overview

Weekly Topics

The focus of this week’s instruction is to deepen students’ understanding of:

• Division
• Decomposing Fractions
• Comparing Fractions

Materials Needed

• Student Print Packets for each day
• End of Week Assessment

Standards Covered

4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NF.B.3 Understand a fraction 𝑎/𝑏 with a > 1 as a sum of fractions 1/b.

1. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
2. Decompose a fraction into a sum of fractions with the same denominator in more than one way recording each decomposition by an equation. Justify decompositions by using a visual fraction model.
3. Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.
4. Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Representations

• Tape Diagrams:  Tape diagrams are also called “bar models” and consist of a simple bar drawing that students make and adjust to fit a word or computation problem. Example:  A goat produces 5,212 gallons of milk a year. A cow produces 17,279 gallons of milk a year. How much more milk does a goat need to produce to make the same amount of milk as a cow? • Number Line: Is a visual representation that allows math students of all levels to develop an understanding of the relative magnitude and position of numbersExample: • Standard Algorithm: standard algorithm or method is a specific method of computation which is conventionally taught for solving mathematical problems. ​​​​​​​ • Bundling, making, renaming, changing, exchanging, regrouping, trading (e.g., exchanging 10 ones for 1 ten)
• Decompose (change a larger unit for an equivalent of a smaller unit, e.g., 1 half = 2 fourths, 1 ten = 10 ones; partition a number into 2 or more parts, e.g., 2 fourths = 1 fourth + 1 fourth, 5 = 2 + 2 + 1
• Difference (answer to a subtraction problem)
• Digit (any of the numbers 0 to 9; e.g., What is the value of the digit in the tens place?)
• Endpoint (used with rounding on the number line; the numbers that mark the beginning and end of a given interval)
• Equivalent fractions (fractions that name the same size or amount)
• Fraction
•  Fractional unit (e.g., half, third, fourth)
• Multiple (product of a given number and any other whole number)
•  Non-unit fraction (fractions with numerators other than 1)
• Place value (the numerical value that a digit has by virtue of its position in a number)
• Rounding (approximating the value of a given number)
• Standard form (a number written in the format 135)
• Unit fraction (fractions with numerator 1
• Whole (e.g., 2 halves, 3 thirds, 4 fourths)

## Materials List

The following materials list will be used for the entire four weeks: Materials List.