← Grade 4: Fraction Equivalence & Comparison
Flashcards
Grade 4: Fraction Equivalence & Comparison
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Grade 4: Fraction Equivalence & Comparison — Flashcards
| Front | Back |
|---|---|
| What is the main goal of Unit 2? | Students generate and reason about equivalent fractions and compare/order fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. |
| What is a unit fraction? | The fraction that results when 1 whole is partitioned into equal parts (e.g., dividing 1 into 5 equal parts gives the unit fraction 1/5). |
| How do students generalize equivalent fractions? | A fraction is equivalent to another fraction because each unit fraction is broken into n times as many equal parts, making each part n times as small and the number of parts n times as many. |
| Example of generating an equivalent fraction | 3/5 is equivalent to 6/10 because partitioning each fifth into 2 parts creates 6 shaded parts (twice as many), each half as small. |
| What tools do students use to reason about fraction size? | Fraction strips, tape diagrams, and number lines. |
| What are "benchmark" fractions used in this unit? | 1/2 and 1, used as reference points to reason about the size and location of fractions. |
| What denominators are new in Grade 4 compared to Grade 3? | 5, 10, and 12 (Grade 3 focused on 2, 3, 4, 6, and 8). |
| How do students compare fractions using benchmarks? | By reasoning about whether a fraction is greater or less than 1/2 or 1, rather than only comparing numerators or denominators. |
| What strategy is used in Number Talks throughout the unit? | Doubling and halving strategies for mental multiplication, connected to folding fraction strips and partitioning tape diagrams. |
| What factors do Number Talks in this unit focus on? | 2, 4, 5, 6, 8, 10, and 12. |
| What does a tape diagram represent? | A diagram used to show fractions as parts of a whole, helping build non-unit fractions and reason about equivalence. |
| What misconception might students have about number lines and fractions? | Counting tick marks incorrectly (e.g., counting marks between 0 and 1 as the numerator) instead of understanding tick marks as distances from 0. |
| What misconception exists about fractions greater than 1? | Students may not yet understand the numerator can be greater than the denominator (e.g., mislabeling 8/5 as 5/8). |
| What is the "Get Your Numbers in Order" center used for? | Practicing ordering fractions with denominators 2, 3, 4, and 6. |
| What is the "Compare" center (Stage 6) used for? | Practicing comparing fractions using benchmarks (like 1/2 and 1) or common denominators. |
| What does it mean for two fractions to be "equivalent"? | They represent the same point on the number line or the same amount of a whole, even though they may have different numerators and denominators. |
| Example of showing 1/2 = 2/4 | A diagram split into 4 equal parts with 2 shaded represents 2/4; the same shaded area is 1 of 2 equal parts, or 1/2. |
| What prior knowledge from Grade 3 supports this unit? | Partitioning shapes into equal areas, expressing area as unit fractions, building non-unit fractions, and using fraction strips/number lines. |
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