# Series Math Routines with Kristin Gray: Fourth Grade: True or False Equation Routine: Fourth Grade

Math.4.NF.B.3b

Common core State Standards

• Math:  Math
• NF:  Number & Operations--Fractions
• B:  Build fractions from unit fractions
• 3b:
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.

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 decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 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.
<br />
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.

Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.

|
Math.4.NF.B.4a

Common core State Standards

• Math:  Math
• NF:  Number & Operations--Fractions
• B:  Build fractions from unit fractions
• 4a:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. 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).

b. 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 express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

c. 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. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
<br />
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.

|
Math.4.NF.B.4b

Common core State Standards

• Math:  Math
• NF:  Number & Operations--Fractions
• B:  Build fractions from unit fractions
• 4b:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. 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).

b. 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 express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

c. 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. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
<br />
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.

## True or False Equation Routine: Fourth Grade

Grade 4 / Math / Tch DIY
21 MIN
Math.4.NF.B.3b | Math.4.NF.B.4a | Math.4.NF.B.4b

The "True or False" routine encourages students to think relationally about expressions using what they know about the meaning of the equal sign, operations, and their properties.

## Discussion and Supporting Materials

Thank you so much Rachel! I am excited to hear you are using them with teachers. I would love to hear about how they are using the routines in their classrooms or answer any questions they have! Keep me posted!
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Thank you Kristin and Teaching Channel for providing this video series! As a math coach, it is so valuable to be able to show these to my teachers and facilitate conversations and implementation in our own classrooms.
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Thank you Yulianna and Dayspring for your comments. I agree, Yulianna, the thumbs up, thumbs down - or even thumbs sideways if they are unsure - are great ways of seeing where students are in their thinking!
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Thumbs up and thumbs down is a great method for true and false. I love this method of true or false because it allows the students to elaborate more and expand their thoughts.
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Great encouragement of higher level thinking skills.
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### School Details

Shields (Richard A.) Elementary School
910 Shields Avenue
Lewes DE 19958
Population: 723

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