|Unit of Instruction||Fraction Equivalence and Ordering/Energy and Motion|
Math: 4.NF.1.1 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 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.
|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:
-Record the results of comparisons with the symbols >, <, or =.
-Justify the conclusions of comparisons.
-Review how light travels in a straight path until interrupted by an object.
-Review how light passes through other objects (transparent, translucent, opaque).
-Review how light reflects, bends, and absorbs.
-Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion (mechanical).
-Identify examples of these energy forms in their life and in the natural world.
-Compare and contrast these types of energy.
, Math Textbook, Book #2:
**See Weekly assignment sheet at top of lesson plan page