Operations And Algebraic Thinking Worksheets - Grade 4 Page 8
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21Grade 4 Math Question Stem Bank:
C
C
S
S
o mmon
o re
t ate
t andards
Standards for Mathematical Practice
Number & Operations—Fractions
Standard
Basic: Remember & Understand
Standard: Apply & Analyze
Expanded: Evaluate & Create
1
4.NF.A.1
Explain why a
Divide the parts of the second model to
Draw a rectangle with a length 1
Max says that
o f the
r ectangle
fraction a / b is equivalent to
4
make an equivalent fraction.
with 3 parts shaded. Then draw
a fraction ( n × a ) /( n × b ) by
below is shaded. Do you think he is
another rectangle of the same
using visual fraction
correct? Explain why or why not
length but with 9 parts shaded.
models, with attention to
using the picture.
how the number and size
Could they be equal?
of the parts differ even
though the two fractions
themselves are the same
size. Use this principle to
recognize and generate
equivalent fractions.
1
3
x =
−
2
=
2
6
4
4.NF.A.2
C ompare two
Compare the fractions below.
Karlee used an 8x8 grid to represent
Create and use a number line to
fractions with different
3
2
1 and Carson used a 12x12 grid to
numerators and different
compare
a nd
E xplain how
4
3.
3
5
represent 1. Each of them shaded in
denominators, e.g., by
using a number line can help you
9
15
1
.
creating common
H ow many squares did Karlee
.
denominators or
4
get your answer
numerators, or by
shade in?
H ow many
s quares did
2
2
comparing to a benchmark
fraction.
6
4
Carson shade in? Why did they
shade in a different amount?
* It may be appropriate to read some of the longer problems out loud especially with lower readers
8
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