Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Number:**MAFS.4.NF.2

**Title:**Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. (Major Cluster)

**Type:**Cluster

**Subject:**Mathematics - Archived

**Grade:**4

**Domain-Subdomain:**Number and Operations - Fractions

## Related Standards

## Related Access Points

## Access Points

## Related Resources

## Educational Games

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Problem-Solving Tasks

## Tutorials

## Virtual Manipulative

## Student Resources

## Original Student Tutorials

Help Buffy multiply fractions by whole numbers using the standard algorithm in addition to visual fraction models in this bakery-themed, interactive tutorial.

This is part 4 of a 4-part series. Click below to open other tutorials in the series.

Type: Original Student Tutorial

Help Buffy the Baker multiply a fraction by a whole using models in this sweet interactive tutorial.

This is part 3 of a 4-part series. Click below to open other tutorials in the series.

Type: Original Student Tutorial

Find the total amounts of repeated fraction quantities by multiplying a fraction by a whole number using visual models that represent real-world problems and cookies in this interactive tutorial.

Type: Original Student Tutorial

Learn how to decompose a fraction into a sum of fractions with common denominators with this interactive tutorial.

Type: Original Student Tutorial

## Educational Games

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.

Type: Educational Game

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.

Type: Educational Game

## Problem-Solving Tasks

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

## Tutorials

In this Khan Academy video visual fraction models are used to represent the multiplication of a whole number times a fraction.

Type: Tutorial

This Khan Academy video uses authentic pictures to present addition of two fractions with common denominators.

Type: Tutorial

This Khan Academy video solves two word problems using visual fraction models.

Type: Tutorial

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.

Type: Tutorial

## Virtual Manipulative

This virtual manipulative allows individual students to work with fraction relationships. (There is also a link to a two-player version.)

Type: Virtual Manipulative

## Parent Resources

## Problem-Solving Tasks

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

## Tutorial

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.

Type: Tutorial