Download Grade 4, Benchmark 4(Chapters 7 and 8)

Grade 4, Benchmark 4(Chapters 7 and 8) Standards
Standard
Lesson
Use decimal notation for fractions with denominators 10 or 100.
NF.6
NF.1
For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters;
locate 0.62 on a number line diagram.
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 or the
parts differ even though the two fractions themselves are the same size.
Use this principle to recognize and generate equivalent fractions.
7.8
7.7
Grade 4 expectations in this domain are limited to fractions with
denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.
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 ½.
NF.2
Recognize the comparisons are valid only when the two fractions refer to
the same whole.
7.4
7.6
7.9
Record the results of comparisons with symbols >, =, or <, and justify the
conclusions, e.g., by sing a visual fraction model.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
NF.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 decomposition, e.g., by using a visual
fraction model. Example: 3/8=1/8+1/8+1/8; 3/8=2/8+1/8; 2 1/8=
1+1+ 1/8= 8/8+8/8+1/8
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. 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.
7.1
7.5
7.10
Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
MD.3
For example, find the width of a rectangular room given the area of the
flooring and the length, by viewing the area formula as a multiplication
equation with an unknown factor.
**NBT2, 3, OA2, NF4 are also taught but not on the benchmark.
8.5
4th Grade Benchmark 4 Class Summary
Name:
NF.2
NF.3
NF.4
NF.5
NF.6
MD.3
# 1,2
# 3, 4, 5
#6, 7
#8, 9
# 10
# 11, 12
___/4
___/7
___/5
___/6
___/5
___/2
Score
___/26
Name: ______________________________________
Date: _________________________
4th Grade, Benchmark 4
Standard
NF.2
NF.3
NF.4
NF.5
NF.6
Question
Score
1
_____/2
2
_____/2
3
_____/3
4
_____/2
5
_____/2
6
_____/3
7
_____/2
8
_____/3
9
_____/3
10
_____/5
11
MD.3
_____/2
12
Total:
/ 29
Name: _____________________________________ Date: __________________________
4th Grade
Benchmark 4
1. Compare the fractions using >, =, <. (NF.2)
5
2
6
8
𝟏
How does comparing each of these fractions to 𝟐 help determine your answer?
2. Compare the fractions using >, =, <. (NF.2)
3
8
3
4
How does making equivalent fractions help you determine the answer?
3. John, Dylan, and Abby worked together to paint a wall in the family room yellow. John
𝟐
painted 𝟖 of the wall. Dylan and Abby painted the rest of the wall. They each painted the
same amount. (NF.3)
Use the box below to show how much of the wall each person painted. (Draw lines and
label.)
wall
How much of the wall did Dylan and Abby paint together? _________________________
Write an equation to show how much John, Dylan, and Abby painted together.
_______________________________________________________
𝟕
4. Decompose the fraction in two different ways. (NF.3)
𝟖
5. Reese’s family took a trip. It took them
𝟑
𝟒
of an hour to get there. On the way back the
rain slowed down the driving. It took them 1
What was the total driving time for the trip?
𝟏
𝟒
hours to get home. (NF.3)
Reese thinks that the difference between the amount of time it took to get there and the
amount of time it took to get home is
disagree? Explain your answer.
𝟑
𝟒
.
Her mother says she is wrong. Do you agree or
𝟑
6. A cookie recipe calls for 𝟒 cup of butter. I made the recipe 3 times. Put a check next to all
the equations that you could use to solve the problem. (NF.4)
3
×3
4
3−
3
4
3
3
3
+ +
4 4 4
1 1 1 1 1 1 1 1 1
+ + + + + + + +
4 4 4 4 4 4 4 4 4
𝟑
𝟏
7. Mike told his mom that 𝟖 is the same as 3 x 𝟖 . Do you think Mike’s mom agrees or
disagrees with Mike? Draw a model to prove your answer. Explain your thinking with an
explanation and number sentence? (NF.4)
Model:
8. Below a model is shaded to represent a value less than 1 whole. Check all values that are
equivalent to this model. (NF.5)
9. Write the equivalent fraction. (NF.5)
10
5
10
=
=
60
100
100
Make an equivalent fraction to solve.
5
10
+
20
100
=
10. Write the equivalent decimal or fraction. (NF.6)
12
100
3
100
.06
.55
.4
11. Will drew a rectangle with an area of 32 square centimeters and the length is 4 cm more
than its width. Label the rectangle. (MD.3)
12. Write a multiplication number model for the area of the rectangle below. The area is 36
square inches. Use a symbol for the unknown. Solve. (MD.3)
3 inches
___________________________________________________________________