PARCC Grade 4 Mathematics

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1 PARCC Grade Mathematics Lesson : Performance-Based Assessment Number and Operations-Fractions Fraction Equivalents Rationale Goals Students develop understanding and utilize strategies for comparing and ordering fractions. Visual fraction models will be used to represent equivalency. To understand that mathematical models can be used to represent equivalency and to compare values. Objectives Standards Materials To utilize mathematical processes to create equivalent fractions. Students will represent equivalency with visual fraction models. Students will use mathematical processes to create equivalent fractions. Students will compare the value of fractions, using the benchmark fraction. Students will experience Mathematical Practices,, 5 and 7..NF. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) 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..nf. 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 /. 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. Performance-Based Assessment Tasks-(There are two separate Type I tasks with Part A and Part B) Graph paper Class folder labeled Lesson : Performance-Based Assessment Number and Operations-Fractions. (At the end of the lesson, place the class papers in the folder. If Lesson : PBA Number and Operations-Fractions-Fraction Equivalents Page

2 students used graph paper, please have students attach the graph paper to their assessments.) Procedures for the Performance-Based Assessment Be sure all students have a pencil, graph paper, scrap paper, and an assessment. Provide a reasonable amount of time in which most students can complete the task. Teacher & Teachers Aide Observations During the Assessment Be sure to circulate the classroom and monitor students while they are completing the assessment. Which students are using their time wisely? Which students seem alert with good posture and energy? Which students are spending too much time on one particular task? Which students seem to be making small mathematical errors that could easily be fixed with a mini-lesson? Assessment or Check for Understanding Follow-Up Use the rubric to score the students responses. Look for patterns of error. Ask students for their feedback on the Performance-Based Assessment. Make note of their comments on content and rigor. PARCC Technology Tips This lesson features several styles of PARCC Type I items: drag and drop, drop down menu, complete a model, and fill-in-the-blank, simulated on paper. It is suggested that the students discuss how to manipulate these styles when the items are technologyenhanced. Lesson : PBA Number and Operations-Fractions-Fraction Equivalents Page

3 PARCC Grade Mathematics Lesson : Performance-Based Assessment Number and Operations-Fractions Fraction Equivalents Task # (PARCC.NF.) PART A Sort the fraction selections into the Equivalent Fractions categories. Equivalent Fractions PART B In the fill-in-the-blank fractions at the bottom of each category, create your own NEW equivalent fractions. Lesson : PBA Number and Operations-Fractions-Fraction Equivalents Page

$Rectangle A Rectangle B Rectangle C Rectangle D Rectangle E PART B In Rectangle F and Rectangle G shown below, what fraction represents the$ area of the shaded parts? Do the shaded tiles represent more or less than half of the area of the rectangle?

area of the shaded parts? Do the shaded tiles represent more or less than half of the area of the rectangle?

4 Task # (PARCC.NF.) PART A In each rectangle, shade the tiles to represent half of the area of the rectangle. Rectangle A Rectangle B Rectangle C Rectangle D Rectangle E PART B In Rectangle F and Rectangle G shown below, what fraction represents the area of the shaded parts? Do the shaded tiles represent more or less than half of the area of the rectangle? Rectangle F Rectangle G is shaded. is shaded. Choose The shaded part is than. The shaded part is than. more Choose more less less Lesson : PBA Number and Operations-Fractions-Fraction Equivalents Page

5 PARCC Grade Mathematics Lesson : Performance-Based Assessment Number and Operations-Fractions Fraction Equivalents Rubric Task # Type I with two parts-each part is one point Part A Student correctly sorts the fractions Equivalent Fractions PART B Student correctly creates the equivalent fractions Lesson : PBA Number and Operations-Fractions-Fraction Equivalents Page 5

6 PART A Student shades: Rectangle A- parts Rectangle B- parts Rectangle C- 5 parts Rectangle D- parts Rectangle E- parts Task # Type I with two parts-each part is one point PART B Student correctly represents the fraction of the shaded area: Rectangle F is or equivalent. Less than half. Rectangle G is. Less than half. 0 Lesson : PBA Number and Operations-Fractions-Fraction Equivalents Page

Lesson 3: Fraction Buckets. Overview and Background Information

Lesson 3: Fraction Buckets. Overview and Background Information Lesson : Fraction Buckets Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Materials Resources Overview and Background Information