|Subject Area||Math and Science|
|Unit of Instruction||Introduction to measurement/Energy in motion|
|Learning Targets and Learning Criteria|
• interpret a basic multiplication equation as a comparison (e.g., if a = n × b, then a is n times as much as b).
• represent verbal statements of multiplicative comparison as multiplication equations.
• explain that a digit in one place is worth ten times the value of the place to its right by connecting to measurement conversions within the metric system.
• know relative size of measurement units within one system.
• convert larger units of measure into smaller equivalent units (required units are listed on Grade 4 FSA Mathematics Reference Sheet).
• complete a two-column table (function table) showing measurement equivalents and relate measurement conversions to multiplicative comparisons (e.g., 1 yard is 3 times as long as 1 foot).
• investigate and describe how energy can cause motion (e.g., moving water can turn a water wheel to make hydropower, wind can move sand across the beach or sail a model boat, solar energy can power a model car).
• investigate and describe how energy can create change in matter (e.g., heat energy can melt ice, moving water can make rocks smooth, light can keep food warm).
• explain the relationship between energy and motion.
IXL.com in class practice
2×2 Multiplication practice
IXL in class practice
What is energy?
Energy:Potential and Kinetic
Make up tests