Understand a fraction / with a > 1 as a sum of fractions 1/ .
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.
d. Solve word problems involving the 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. MAFS.4.NF.2.3
Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. SC.4.P.12.2
Identify explorers who came to Florida and the motivations for their expeditions. SS.4.A.3.1
• decompose a mixed number into a sum of fractions equal to 1 and a fraction less than 1 to find an equivalent fraction to replace the mixed number in an addition or subtraction situation.
E.g., 2 1/8 + 3/8 = 17/8 + 3/8 = 20/8
• find equivalent sums or differences by converting fractions greater than 1 to mixed numbers by decomposing the fraction into a sum of fractions equal to 1 and fractions less than 1.
• add and subtract mixed numbers with like denominators using equivalent fractions, and/or by using properties of operations and the relationship between addition and subtraction. E.g., 3 3/4 . + 2 1/4 E.g., Students use their knowledge of decomposition (17/6 = 12/6 + 5/6 ) to calculate 17/6 – 5/6 = 12/6 .
• solve word problems involving addition and subtraction of fractions and mixed numbers with like denominators using visual fraction models (i.e., circular models, rectangular models, and number line models) and/or equations. E.g., Lindsey and Brooke need 3 3/8 feet of ribbon to design costumes for a performance. Lindsey has 11/8 and Brooke has 2 5/8 feet of ribbon. If they combine what they have, will that be enough for the project? Explain why or why not. Ribbon needed for the project 3 3/8 ft. = 8/8 ft. + 8/8 ft. + 8/8 ft.+ 3/8 ft.= 27/8 ft. Lindsey’s 9/8 ft. + Brooke’s 21/8 ft. = 30/8 ft. 30/8 ft. is greater than 27/8 ft. So they have enough ribbon for the costumes. NOTE: Denominators of given fractions are limited to: 2, 3, 4, 5, 6, 8, 10, 12, 100.
• explain that the speed of an object is determined by the distance it travels within a unit of time.
• investigate and compare the speeds of different objects by measuring the distance each object travels during a set amount of time using tools and technology.
• investigate and compare the speeds of different objects by measuring the amount of time it takes each object to travel a set amount of distance using tools and technology.
• display obtained speeds in chart, table and graph format.
• identify explorers who landed in Florida
• explain why explorers came to Florida and the outcome of their expeditions. Examples may include, but not be limited to, Ponce de Leon, Juan Garrido, Esteban Dorantes, Tristan de Luna
Math: Monday/Tuesday: SMT Review all skills (add/subtract/multiply/divide/fractions-decomposing, adding/subtracting/equivalent/comparing, rounding, place value, conversions, word problems)
Wednesday: SMT 2 (Graded)
Thursday: Mixed numbers converting into improper fractions, adding and subtracting them
Friday: improper fractions as mixed numbers, adding and subtracting them
Monday: Berube- What is speed? StudyJams, Speed of an object lab
Tuesday:Barnes: See Monday’s plan
Thursday:Berube: Run speed lab, calculate everyone’s speed, speed quiz
Friday:Barnes: See Thursday’s plan
Create timeline of explorers in groups