Q3W2 (1/10 – 1/14)

TeacherKathleen Manning
Subject AreaMath and Science
Grade Level4
Week #2
Unit of InstructionFraction 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
Lesson 5- “Simplest Form” pp. 511-516
Lesson 6- “Compare and Order Fractions” pp. 517-522
Lesson 7- “Use Benchmark Fractions to Compare and Order” pp. 523-528
Check My Progress, pp. 529-530
Generation Genius “Equivalent Fractions”
Energy Causing Change/Motion practice
Motion/Energy experiments
Generation Genius “Energy Transfer” and worksheet

Assignments Due
Additional Resources