Q2W7 (1/11 – 1/15)

Weekly-Assignments-January 11-January 15

TeacherKathleen Manning
Subject AreaMath and Science
Grade Level4
Week #7
Unit of InstructionFraction Equivalence and Ordering/ Changes in Matter
Standard(s) Taught

Math: 4.NF.1.1 4.NF.1.2

-Explain why a fraction a/b is equivalent to a fraction n X a/ n X b 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.

-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 12. 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.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

The student 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.(e.g. if the parts are partitioned to be two times as small, then there will be two 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:
1.Using benchmark fractions (e.g. 5/8 is close to 1/2 and 1/10 is close to 0, therefore 5/8> 1/10).
2.Reasoning about their size or location on a number line.
3.Using visual models to create fractions with common numerators or common denominators.

-Record the results of comparisons with the symbols >, <, or =.

-Justify the conclusions of comparisons.

-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

Math Textbook, Book #2: Lesson 6 “Compare and Order Fractions”
Lesson 7 “Using Benchmark Fractions to Compare and Order”
Chapter Progress Check
Lesson 8 “Problem Solving Investigations”
Math Stations/ Small Groups
Weekly I-Ready Lessons
IXL: O11, O12, O14, O16, O17
Floridastudents.org – for Math 2 tutorials: “Mama’s Pizza, Butterflies, and Comparing Fractions” Part I
“Comparing Fractions with Square Foot Gardens” Part II
Generation Genius: “Chemical vs Physical Changes” and Genius Challenge worksheet
Brainpop video: “Property Changes” and quiz
Review for Science Test
Science Test on Matter – Friday
Flipgrid videos

Assignments Due

**see Weekly Assignment Sheet at top of Lesson Plan page

Additional Resources