## Weekly Overview

Weekly Topics

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

• Multiplying Fractions

Materials Needed

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

Standards Covered

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

4.NF.B.4 Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction.

1. Understand a fraction 𝑎/𝑏 as a multiple of 1/𝑏.
2. Understand a multiple of 𝑎/𝑏 as a multiple of 1/𝑏 and use this understanding to multiply a whole number by a fraction.
3. Solve contextual problems involving multiplication of a whole number by a fraction (e.g., by using visual fraction models and equations to represent the problem).

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 numbers.​​​​​​​ • Benchmark (standard or reference point by which something is measured)
• Bundling, making, renaming, changing, exchanging, regrouping, trading (e.g., exchanging 10 ones for 1 ten)
• Common denominator (when two or more fractions have the same denominator)
• 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
• Denominator (e.g., the 5 in 3 5 names the fractional unit as fifths)
• 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
• Fraction greater than 1 (a fraction with a numerator that is greater than the denominator)
•  Fractional unit (e.g., half, third, fourth)
• Mixed number (number made up of a whole number and a fraction)
• Multiple (product of a given number and any other whole number)
•  Non-unit fraction (fractions with numerators other than 1)
• Numerator (e.g., the 3 in 3 5 indicates 3 fractional units are selected)
• 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.