Q3W6 (2/13 – 2/17)

TeacherKathleen Manning
Subject AreaMath/Science
Grade Level4
Week #6
Unit of InstructionRelate Fractions, Decimals, and Money/ Heat Energy
Standard(s) Taught

MATH:   MA.4.FR.1.1     MA.4.FR.1.2     MA.4.FR. 1.5     MA.4.FR. 2.2     MA.4.FR. 2.3     MA.4.FR. 2.6     MA.4.FR. 2.7

  • Model and express a fraction, including mixed numbers and fractions greater than one, with the denominator 10 as an equivalent fraction with the denominator 100.
  • Use decimal notation to represent fractions with denominators of 10 or 100, including mixed numbers and fractions greater than 1.  Use fractional notation with denominators of 10 or 100 to represent decimals.
  • Plot, order, and compare decimals up to the hundredths.
  • Solve one and two-step addition and subtraction real-world problems involving money using decimal notation.
  • Explore the addition of a fraction with a denominator of 10 to a fraction with a denominator of 100 using equivalent fractions.
  • Identify the number that is one-tenth more, one-tenth less, one-hundredth more, and one-hundredth less than a given number.
  • Explore the addition and subtraction of multi-digit numbers with decimals to the hundredths.

SCIENCE:    SC.4.P.11.2

  • Identify common materials that conduct heat well or poorly.
Learning Targets and Learning Criteria

The students will:

• Identify models of tenths and hundredths.
• Write tenths and hundredths as equivalent fractions and decimals.
• Explain how to compare two decimals.
• Apply understanding of decimals to solve money problems

• Review how things that give off light often give off heat.
• Review how heat is produced when two objects rub against each other.
•  Investigate heat energy by measuring temperature changes in a liquid.
• Compare observations with classmates explaining any differences that occur.
• Collect and record temperature readings during investigations in charts, tables, and graphs.
• Investigate which materials are the best conductors of heat (e.g., clay, metal, and glass).
• Investigate which materials are non-conductors/insulators of heat (e.g., plastic, wood, Styrofoam).
• Make inferences about observations made during conductivity investigations.
• Form conclusions about which materials conduct heat well or poorly based on investigations.

Classroom Activities

Math Book:  Lesson 9.1 “Understand Tenths” pp. 443-448     Lesson 9.2 “Understand Hundredths” pp. 449-454    Lesson 9.3 “Fractions and Decimals” pp. 455-460                    Lesson 9.4 ” Compare Decimals” pp. 461-466.

Math Centers

Weekly Math Review

I-READY weekly lessons

IXL – Section S (Decimals) S1-6

Chapter 8 Test (Monday)

Science Common Experiment “To Insulate or Not to Insulate”

“Which is the Better Insulator” video

“Conductors and Insulators” text

“Mohammed Bah Abba” Nearpod  (Making Clay Pot Coolers)

Assignments Due
Additional Resources