![]() ![]() In Lesson 6, students use the area model for a second day, this time to represent. They explain why two different fractions represent the same portion of a whole. Objective: Decompose fractions using area models to show equivalence. In Lesson 6, students use the area model for a second day, this time to represent fractions with different numerators. Step 4: Write the equivalent fractions as a number sentence. Step 3: Partition the area model again to find an equivalent fraction. Step 2: Shade in more than one fractional unit. 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. Objective: Decompose fractions using area models to show equivalence. Step 1: Draw an area model for a fraction with unitsof thirds, fourths, or fifths. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. 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 represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).ī. In Lessons 1 and 2, students decompose fractions as unit fractions, drawing tape diagrams to represent them as. (4.NF.A.1) Lesson 9-10: I can use the area model and division to show the equivalence of two fractions. Objective: Decompose fractions using area models to show equivalence. use the area model and multiplication to show the equivalence of two fractions. ![]() Understand a fraction a/ b as a multiple of 1/ b. Fraction Equivalence Using Multiplication and Division. Adding and subtracting fractions with like denominators word problemsįraction word problems with unlike denominatorsĤ.NF.B.4, 4.NF.B.4a, 4.NF.B.4b, 4.NF.B.4cĪpply and extend previous understandings of multiplication to multiply a fraction by a whole number.Ī. ![]()
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