Q2W8 (1/19 – 1/22)

Weekly-Assignments-January 19-January 22

TeacherKathleen Manning
Subject AreaMath/Science
Grade Level4
Week #8
Unit of InstructionFraction Equivalence and Ordering/Energy and Motion
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.10.1
-Observe and describe some basic forms of energy, including light, heat, sound, electrical, and energy of motion.

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 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.

Classroom Activities

, Math Textbook, Book #2:
Lesson 9 “Mixed Numbers”
Lesson 10 “Mixed Numbers and Improper Fractions”
Chapter Review pp. 549-552 (in Class!)
Math District SMT Test on Friday 22nd
Math and Science Stations/ Small Groups
Weekly I-Ready Lessons (Wednesday)
IXL: O18, O19, O20, O24, O26
Discovery Education, Unit 8, Section 8.1 “Forms of Energy”
Brainpop videos:
1. “Forms of Energy”
2. “Electricity”
3. “Light”
4. “Heat”
5. “Sound”
Flipgrid video weekly assignment

Assignments Due

**See Weekly assignment sheet at top of lesson plan page

Additional Resources