| Teacher | Kathleen Manning |
|---|---|
| Subject Area | Math and Science |
| Grade Level | 4 |
| Week # | 2 |
| Unit of Instruction | Fraction Equivalence and Ordering/Energy and Motion |
| Standard(s) Taught |
|---|
MATH: MAFS.4.NF.1.1 – 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. 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 1/2. – Recognize that comparisons are valid only when the two fractions refer to the same whole. – Record results of comparisons with symbols: >, <, or = and justify the conclusions by using a visual fraction model. SCIENCE: SC.4.P.10.2 – Investigate and describe that energy has the ability to cause motion or create change. |
| 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 parts. – Explain that fractions can only be compared when they refer to the same sized whole. – Compare two fractions with different numerators and different denominators by: using benchmark fractions, reasoning about their size or location on a number line, or 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. – 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. |
| Classroom Activities |
Weekly I-Ready Math Lesson |
| Assignments Due |
| Additional Resources |