Agenda: Erin
Notes/Attendance: Sara
Copies: Rachel
Copies: Ann
Media Captain: Kimberly
Logistics Diva: Lydia
Sunshine Spreader: Jana
Norms
*Begin & end on time
*Members come prepared with resources and knowledge
*Members are active and respectful listeners and participants
*Members are open minded and professional
*Members are focused on student and staff learning
*There are no excuses
Agenda (Print agenda for each person to have during CAD)
2:00-2:05 - Sign-in to Google Drive/Be ready to start CAD
2:05-2:15- Review Norms/Reflect
*Let's set a timer for each person, so one person is speaking at a time. Also, we want to keep our reflection to the specified time limit.
2:15-2:30 - Review Fraction Assessments
Look at the standards to collaboratively design fraction assessment
2:30-2:40 - Collaborate on the following
*Measurement
*Lesson 12- Decomposing Fractions & Multiplying fractions by a whole number (Practice, homework & check-point)
*Lesson 14- Equivalent Fractions (Review homework)
*Lesson 16- Improper Fractions & Mixed Numbers (Practice, homework & check-point)
*Write/update Fraction curriculum guide (Be sure to cite resources)
2:40-3:40
Work on the above assignments
3:40
Collaboratively review what has assignments completed today
Refine what has to be done today:
*Reminder: We need to be consistent throughout the PowerPoint/Learning Targets, etc.
What has to be done today
Practices, homework & checkpoints
If Time
*Write/update Fraction curriculum guide (Be sure to cite resources)
**Accountability Time: present to the CAD what you have accomplished (If you are not finished with your assignment for today, it is your responsibility to finish it before Wednesday of this week & email when you are done)** We need to discuss what we can get completed in our short CAD.
Fraction Standards
12.) Explain why a fraction a/b is equivalent to a fraction nxa/nxb by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1]
13.) Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
13.) Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
14.) Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [4-NF3]
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. [4-NF3a]
b. 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. [4-NF3b]
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.
c. 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. [4-NF3c]
d. 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. [4-NF3d]
15.) Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4-NF4]
a. Understand a fraction a/b as a multiple of 1/b. [4-NF4a]
Example: Use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. [4-NF4b]
Example: Use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (nxa)/b.)
c. 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. [4-NF4c]
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 which two whole numbers does your answer lie?
16.) Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) [4-NF5]
Example: Express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Notes:
Notes:
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