| Code |
Description |
| MAFS.4.NF.2.3: | Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
- Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
- 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, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
- Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
- Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
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| MAFS.4.NF.2.4: | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
- 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).
- Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
- Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
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This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Ice Ice Maybe: An Operations Estimation Game: |
This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.
Various levels of difficulty make this game appropriate for multiple age and ability levels.
Addition/Subtraction: The addition and subtraction of whole numbers, the addition and subtraction of decimals.
Multiplication/Division: The multiplication and addition of whole numbers.
Percentages: Identify the percentage of a whole number.
Fractions: Multiply and divide a whole number by a fraction, as well as apply properties of operations. |
| Fraction Quiz: | Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit. |
| Name |
Description |
| How Much Sugar?: | Students are asked to multiply a fraction by a whole number to solve a word problem and to represent the product with a visual fraction model. |
| Training for a Race: | Students are asked to multiply an improper fraction by a whole number to solve a word problem and use a visual model or equation to represent the problem. |
| How Many One Fourths?: | Students are asked to multiply a fraction by a whole number and to represent the product with a visual fraction model. |
| Fractions and Multiples: | Students use a visual fraction model to explain how many one sixths are in  and record their work with an equation. |
| Adding and Subtracting Mixed Numbers: | Students are given pairs of mixed numbers to either add or subtract. |
| Fraction Word Problems: | Students are asked to solve a word problem that involves subtracting fractions with like denominators. Students then analyze a word problem involving subtraction of unlike unit quantities. |
| Decomposing Three-Fifths: | Students are asked to use a visual fraction model to decompose three-fifths in two different ways. |
| Anna Marie and the Pizza: | Students are asked to solve a word problem that involves adding fractions with like denominators. Students then analyze a word problem involving addition of unlike unit quantities. |
| Name |
Description |
| Volunteering with the Mayor Part 2: | Volunteering is vital to keeping any community safe, inviting, and running smoothly! In this lesson, students will work together to plan a volunteer project they would like to see happen in their community; as well as, create a budget for their project. |
| Volunteering with the Mayor: | The mayor wants to build a new park in town! Volunteer your time and help the mayor design an expense report with a given budget for the new park in this lesson. |
| Relay Races: | In this lesson, students solve word problems related to races to determine addends of fractions with like denominators that sum to a fraction that is less than or equal to one and has the same denominator as the addends. The focus is on addition, decomposing a fraction into a sum of fractions in more than one way, drawing linear models, and writing equations to represent the problems. |
| Birthday Balloon Planner: | Students will develop a model for choosing a balloon party planner and rank them from best to worst.
The students will be able to use prior knowledge of addition of multi-digit whole numbers, multiplication and division facts and concepts, math calculations with money and time, understanding fractions, and problem solving skills to solve a non-routine MEA (Model Eliciting Activity) that requires real-world application of mathematical skills. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Modeling Multiple Groups of Fractions: | In this inquiry lesson students will use a situational story to explore ways to find the total quantity of a fraction multiplied by a whole number using various models. |
| Multiple Bake Sale Cookie Recipes with fractional ingredients: | In this lesson students will explore ways to find the product of mixed numbers multiplied by a whole number using a real-world situation. |
| "What's the part? What's the whole?": | This lesson provides a conceptual approach to multiplying a fraction times a whole number and a whole number times a fraction. Students are to use an understanding of the meaning of the denominator and numerator to figure out a strategy for finding the solution. |
| Learning to Love Like Denominators: | Students engage in problem solving to explore the addition and subtraction of fractions with like denominators. Students make sense of the structure of addition and subtraction equations with like denominators and make generalizations to move from using manipulatives, pictures and number lines to simply adding or subtracting the numerator. |
| Adding and Subtracting in the Real World with Unit Fractions: | Students will use unit fractions, and counting on or back by unit fractions, to solve addition and subtraction real world problems. |
| Looking for Patterns in a Sequence of Fractions: | Students generate and describe a numerical pattern using the multiplication and subtraction of fractions. |
| Decomposing Fractions: | Using circle fraction manipulative, students will decompose fractions to discover adding fractions with like denominators. |
| Exploring Fraction Multiplication: | Students will link multiplication of a whole number times a fraction with repeated addition and fraction circle manipulative. |
| Marshmallow Math: | In this lesson, students are physically engaged in measuring distances of tossed marshmallows to the nearest 1/2 foot. Using their measurements, they will represent the data on a line plot and then solve word problems involving addition and subtraction of mixed numbers. This is a fun lesson that motivates students to become excited about the difficult world of fractions. |
| Modeling Multiplication with Fractions: | Students will relate multiplication strategies with fractions through problem solving situations. This lesson connects prior understanding of multiplication and equal groups to multiplication of fractions. |
| Multiple Bake Sale Cookie Recipes with fractional ingredients PART 1: | In this lesson students are guided through the process of multiplying a whole number and a fraction in a real-world situation. The lesson uses the number line to explain the process. |
| Multiply Fractions and Whole Numbers with Models: | Students will multiply a whole number by a fraction through set models and problem solving. |
| Name |
Description |
| Making 22 Seventeenths in Different Ways: | This task is a straightforward task related to adding fractions with the same denominator. The main purpose is to emphasize that there are many ways to decompose a fraction as a sum of fractions. |
| Comparing two different pizzas: | The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion. |
| Writing a Mixed Number as an Equivalent Fraction: | The purpose of this task is to help students understand and articulate the reasons for the steps in the usual algorithm for converting a mixed number into an equivalent fraction. Step two shows that the algorithm is merely a shortcut for finding a common denominator between two fractions. This concept is an important precursor to adding mixed numbers and fractions with like denominators and as such, step two should be a point of emphasis. This task is appropriate for either instruction or formative assessment. |
| Sugar in six cans of soda: | This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels. |
| Peaches: | This task provides a context where it is appropriate for students to subtract fractions with a common denominator; it could be used for either assessment or instructional purposes. For this particular task, teachers should anticipate two types of solution approaches: one where students subtract the whole numbers and the fractions separately and one where students convert the mixed numbers to improper fractions and then proceed to subtract. |
| Connor and Makayla Discuss Multiplication: | The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions. |
| Plastic Building Blocks: | The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task. Two general approaches should be anticipated: one where students calculate exactly how many buckets of blocks the boys have to determine an answer, and one where students compare the given numbers to benchmark numbers. |
| Name |
Description |
| Multiplying a Fraction by a Whole Number: | In this Khan Academy video visual fraction models are used to represent the multiplication of a whole number times a fraction. |
| What Fraction of Spider Eyes are Looking at Me?: | This Khan Academy video uses authentic pictures to present addition of two fractions with common denominators. |
| Figuring Out How Much of a Pizza is Left: | This Khan Academy video solves two word problems using visual fraction models. |
| Comparing Fractions: | This tutorial for student audiences will assist learners with a further understanding that fractions are a way of showing part of a whole. Yet some fractions are larger than others. So this tutorial will help to refresh the understanding for the comparison of fractions. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving. |
| Adding Fractions: | In this web-based tutorial, students learn procedures for adding fractions with like and unlike denominators. The tutorial includes visual representations of the problems using pizzas, animations of the algorithm, and links to related lessons, worksheets, and practice problems. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Ice Ice Maybe: An Operations Estimation Game: |
This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.
Various levels of difficulty make this game appropriate for multiple age and ability levels.
Addition/Subtraction: The addition and subtraction of whole numbers, the addition and subtraction of decimals.
Multiplication/Division: The multiplication and addition of whole numbers.
Percentages: Identify the percentage of a whole number.
Fractions: Multiply and divide a whole number by a fraction, as well as apply properties of operations. |
| Fraction Quiz: | Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit. |
| Title |
Description |
| Making 22 Seventeenths in Different Ways: | This task is a straightforward task related to adding fractions with the same denominator. The main purpose is to emphasize that there are many ways to decompose a fraction as a sum of fractions. |
| Comparing two different pizzas: | The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion. |
| Writing a Mixed Number as an Equivalent Fraction: | The purpose of this task is to help students understand and articulate the reasons for the steps in the usual algorithm for converting a mixed number into an equivalent fraction. Step two shows that the algorithm is merely a shortcut for finding a common denominator between two fractions. This concept is an important precursor to adding mixed numbers and fractions with like denominators and as such, step two should be a point of emphasis. This task is appropriate for either instruction or formative assessment. |
| Sugar in six cans of soda: | This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels. |
| Peaches: | This task provides a context where it is appropriate for students to subtract fractions with a common denominator; it could be used for either assessment or instructional purposes. For this particular task, teachers should anticipate two types of solution approaches: one where students subtract the whole numbers and the fractions separately and one where students convert the mixed numbers to improper fractions and then proceed to subtract. |
| Connor and Makayla Discuss Multiplication: | The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions. |
| Plastic Building Blocks: | The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task. Two general approaches should be anticipated: one where students calculate exactly how many buckets of blocks the boys have to determine an answer, and one where students compare the given numbers to benchmark numbers. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| Making 22 Seventeenths in Different Ways: | This task is a straightforward task related to adding fractions with the same denominator. The main purpose is to emphasize that there are many ways to decompose a fraction as a sum of fractions. |
| Comparing two different pizzas: | The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion. |
| Writing a Mixed Number as an Equivalent Fraction: | The purpose of this task is to help students understand and articulate the reasons for the steps in the usual algorithm for converting a mixed number into an equivalent fraction. Step two shows that the algorithm is merely a shortcut for finding a common denominator between two fractions. This concept is an important precursor to adding mixed numbers and fractions with like denominators and as such, step two should be a point of emphasis. This task is appropriate for either instruction or formative assessment. |
| Sugar in six cans of soda: | This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels. |
| Peaches: | This task provides a context where it is appropriate for students to subtract fractions with a common denominator; it could be used for either assessment or instructional purposes. For this particular task, teachers should anticipate two types of solution approaches: one where students subtract the whole numbers and the fractions separately and one where students convert the mixed numbers to improper fractions and then proceed to subtract. |
| Connor and Makayla Discuss Multiplication: | The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions. |
| Plastic Building Blocks: | The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task. Two general approaches should be anticipated: one where students calculate exactly how many buckets of blocks the boys have to determine an answer, and one where students compare the given numbers to benchmark numbers. |
