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- For 4th Grade Gifted and Talented StudentsInstructors who use this variety of instructional modes will enhance learning for students who are Gifted and Talented. Gifted students benefit the use of handouts with creative and challenging content. These worksheets may require drawing pencils, scissors,$22.76$20.48Save $2.28

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**“Number and Operations - Fractions” **

** Grade 4 - Common Core Standards**

**This educational resource pack includes: **

**Full domain of Common Core worksheets and informational texts**

**Gifted and talented students require increased creativity and depth of learning. **

**Here is a link to teaching strategies for gifted and talented students: https://www.teacherspayteachers.com/Product/Gifted-and-Talented-Teaching-Strategies-3448062**

**This educational resource pack may require: Scissors to cut fraction models**

**COMMON CORE STANDARDS INCLUDED:**

**Extend understanding of fraction equivalence and ordering.**

**WORKSHEET #1A: (pages 4-6) 4.NF.A.1** **Explain why a fraction a/b is equivalent to a fractions (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 (Grade 4 expectation in this domain are limited to fractions with denominators 2,3,4,5,6,8,10,12, and 100). **

**WORKSHEET #1B: (pages 7-11) 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numberators, or by comparing to a benchmark fraction such as ½. 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.**

**Build fractions from unit fractions.**

**WORKSHEET #2A: (page 12) 4.NF.B.3.Understand a fraction a/b with a>1 as a sum of fractions 1/b.**

**WORKSHEET #2B: (pages 13) 4.NF.B.3.A. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.**

**WORKSHEET #2C: (pages 17-19) 4.NF.B.3.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 fractions model. **

**Examples: ⅜ = ⅛ + ⅛ + ⅛ , ⅜ = ⅛ + 2/8, 2 ⅛ = 1 + 1 + ⅛ = 8/8 + 8/8 + ⅛ . **

**WORKSHEET #2D: (pages 20-21) 4.NF.B.3.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.**

**WORKSHEET #2E: (pages 22-27) 4.NF.B.3.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.**

**WORKSHEET #2F: (page 30) 4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.**

**WORKSHEET #2G: (page 33) 4.NF.B.4.A 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 x (¼), recording the conclusion by the equation 5/4 = 5 x (¼).**

**WORKSHEET #2H: (pages 34-35) 4.NF.B.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. For example, use a visual fraction model to express 3x(⅖) as 6x(⅕), recognizing this product as 6/5. (In general, nx(a/b)=(nxa)/b.)**

**WORKSHEET #2I: (pages 36-37) 4.NF.B.4.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. For example, if each person at a party will eat ⅜ 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?**

**Understand decimal notation for fractions, and compare decimal fractions.**

**WORKSHEET #3A: (page 40) 4.NF.C.5 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 the grade). For example, express 3/10 as 30/100, and add 3/10 +4/100 = 34/100.**

**WORKSHEET #3B: (pages 46-47) 4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For examples, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.**

**WORKSHEET #3C: (pages 48) 4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record that results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.**

**CERTIFICATE PAGE: page 49**

**ANSWER KEY: pages 51-53**

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Total Pages

53 pages

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