# Q3W7 (3/8 – 3/12)

Weekly-Assignments-March 8- 12

Teacher Kathleen Manning Math and Science 4 7 Decimals/ Human Uses of Energy
Standard(s) Taught

MATH: 4.NF.3.5 4.NF.3.6 4.NF.3.7

-Understand and compare decimals

SCIENCE: SC.4.P.10.4 SC.4.E.6.3

-Describe how moving water and air are sources of energy and can be used to move things.

-Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

Learning Targets and Learning Criteria

The student will:

– Represent fractions with a denominator of 10 and fractions with a denominator of 100 using models (e.g.,
grids, base ten blocks, money, and number lines).

– Express a fraction with denominator 10 as an equivalent fraction with denominator 100 by using the conceptual
understanding of the relationship between altering the size of the parts and the resulting effect on the
number of parts

– Add two fractions with respective denominators 10 and 100 by finding equivalent fractions with like
denominators.

– Demonstrate place value of decimals through the hundredths using concrete models (e.g., decimal grids, base
ten blocks, number lines).

– Translate a fraction with a denominator of 10 or 100 into its equivalent decimal form.

– Translate a decimal to the tenths or hundredths place into its equivalent fraction form.

– Define resources as anything from the environment that meets our needs and wants.

– Provide examples of renewable resources (e.g., water, wind, solar, trees).

– Provide examples of nonrenewable resources (rocks, minerals, soil, and fossil fuels such as coal, oil, natural
gas).

– Identify renewable and nonrenewable resources found on Earth that humans need and how they are used.

– Distinguish between renewable and nonrenewable resources found on Earth.

– Explain that nonrenewable resources exist in a fixed quantity on Earth and may be used up.

– Represent a decimal value on a number line.

– Explain that decimals can only be compared when they refer to the same size wholes.

– Compare decimals with and without models (such as decimal grids, money, or base ten blocks) and record the
comparison numerically using symbols: or =.

– Justify the comparison by reasoning about the size of the decimal.

– define resources as anything from the environment that meets our needs and wants.

– Provide examples of renewable resources (e.g., water, wind, solar, trees).

– Provide examples of nonrenewable resources (rocks, minerals, soil, and fossil fuels such as coal, oil, natural
gas).

– Identify renewable and nonrenewable resources found on Earth that humans need and how they are used.

– Distinguish between renewable and nonrenewable resources found on Earth.

– Explain that nonrenewable resources exist in a fixed quantity on Earth and may be used up.

Classroom Activities

Math Book #2, Chapter 10 Decimals and Fractions- Lessons 2-7
– Lesson 2: Tenths
– Lesson 3: Hundredths
– Check My Progress/ Lesson 4: Decimals and Fractions
– Lesson 5: Decimals and Fractions
– Lesson 6: Adding Decimals using Place Value and Models
– Lesson 7: Compare and Order Decimals
-Chapter 10 Review (quiz on Monday)
Science: “Using Energy to Save the Planet”: Students will read and talk about various ways we can help stop resources from being wasted or destroying our environment.
IXL: S2, S3, S5, S9 (DECIMALS)