Quarter Four: Week #31st March 26th-30th Lesson Plans (Math/Science/S. Studies Homeroom Only)

TeacherMichael Lee
Subject AreaMath/Science/S. Studies
Grade Level4th Grade
Week #Week #31st March 26th-30th Lesson Plans
Unit of InstructionComparing Fractions/Finishing Plant and Animal Growth; Seasonal Changes/American Revolution
Standard(s) Taught

Math: 4.NF.1.2

 

1.     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 1/2 . 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.

 

Science: SC.4.L.17.1

1.     Compare the seasonal changes in Florida plants and animals to those in other regions of the country.

Learning Targets and Learning Criteria

Math:

  1. Explain that fractions can only be compared when they refer to the same sized whole (e.g., 1/2 of a small pizza is not the same size as 1/2 of a large pizza).

      NOTE: Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, 100.

  1. Compare two fractions with different numerators and different denominators by:
  2. Using benchmark fractions (e.g., 5/8 is close to 1/2 and 1/10 is close to 0, therefore 5/8 > 1/10.
  3. Reasoning about their size or location on a number line.
  4. Multiplying by a fraction equivalent to 1 to create common numerators.
  5. Multiplying by a fraction equivalent to 1 to create common denominators.
  6. Record the results of comparisons with the symbols <, > or =.
  7. Justify the conclusions of comparisons.

NOTE: Fractions may be greater than 1 (e.g., 6/5).

Students need to be able to generate equivalent fractions, but will NOT use the language, “least common denominator”.

 

Science:

  1. Compare ecosystems in Florida to ones found in other regions of the country (e.g., deciduous forest, ocean, grassland, wetland).
  2. Discuss environmental and biological triggers that initiate an organism’s response to seasonal change both in Florida and in different regions of the country (e.g., temperature, precipitation, dormancy, molting, breeding, camouflaging).
  3. Differentiate the seasonal changes of Florida plants to those in other regions of the country (e.g., dormancy, leaves changing color and falling off, flowering season).
  4. Differentiate the seasonal changes of Florida animals to those in other regions of the country (e.g., color change, body covering change, hibernation, migration, camouflage).
Classroom Activities

Math Centers (Math Games, App “Media” Resources, Teacher Time, Hands-On Activities)

Multiplication Facts timed test

Splash Math

Mathapalooza (Comparing Fractions)

My Math Vol. 2 Chapter 11 (Lesson 9) p.749-754

My Math Vol. 2 Chapter 12 (Lesson 6) p.767, 807-812

Science Fusion Unit 9 Review (Monday and Tuesday)

Science Fusion Book p. 399-412

Social Studies Weekly: American Revolution

Assignments Due

 

Math IXL Codes this week: (P.16, P.19, P.20)

Math Weekly Homework Q4: Week 1 Measurement Conversions

 

Mastery Connect 4.MD.1.2 Pre and Post Tests

Science Fusion Unit 9 Assessment (Thursday)

 

Additional Resources