|Subject Area||Math and Science|
|Unit of Instruction||Fraction Equivalence and Ordering/Energy and Motion|
– 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 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.
– Investigate and describe that energy has the ability to cause motion or create change.
|Learning Targets and Learning Criteria|
– 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.
Weekly I-Ready Math Lesson