Q2 W 17 1/5 – 1/8

TeacherLori Proctor
Subject AreaMath and Science
Grade Level4th
Week #Q2 W 17 1/5 - 1/8
Unit of InstructionMath and Science
Standard(s) Taught

MAFS.4.NF.1.1 Explain why a fraction is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

MAFS.4.NF.1.2 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 and 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.

SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.

Learning Targets and Learning Criteria

Students will:
• explain, using visual fraction models, how and why fractions can be equivalent even though the number and size of the parts are not the same.
• recognize and generate equivalent fractions by partitioning number lines, rectangles, squares, and circles. recognize and generate equivalent fractions by using the conceptual understanding of the relationship between
altering the size of the parts and the resulting effect on the number of parts.
If the parts are partitioned to be 2 times as small, there will then be 2 times as many total parts.
• 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).
• compare two fractions with different numerators and different denominators by: using benchmark fractions
• record the results of comparisons with the symbols or =.
• justify the conclusions of comparisons

Students will:
•review the physical changes of water. Include reasoning why water changes state.
•identify familiar physical changes in matter in which the objects’ properties are retained (e.g., cutting, tearing, crumpling, folding, melting, freezing, dissolving).
•identify familiar chemical changes in matter that result in a new substance with new properties (e.g., burning, frying, rusting, grilling, toasting, decaying plant and animal matter).•record observations of physical and chemical changes in a science notebook.
•make inferences about observations made of physical and chemical changes.
•describe observable signs that a chemical change may exhibit (smell, color, heat, fizzing sound, and substance given off).

Classroom Activities

notebook pages
use fraction manipulatives
number lines
discovery science
generation genius
study jam
flocabulary (states of matter)

Assignments Due

form. on physical and chemical changes
name the fraction

Additional Resources