Q3W9 (2/28 – 3/4)

TeacherKathleen Manning
Subject AreaMath/Science
Grade Level4
Week #9
Unit of InstructionUnderstand and Compare Decimals/ Human Uses of Energy
Standard(s) Taught

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

– Express a fraction with a denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two fractions with respective denominators 10 and 100. (For example: 3/10 as 30/100 and add 3/10 + 4/100 = 34/100).

– Use decimal notation for fractions with denominators 10 or 100. (For example: rewrite 0.62 as 62/100; describe length as 0.62 meters; locate 0.62 on a number line.

– Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, <, or = and justify the conclusions by using a valid model.

SCIENCE: SC.4. E.6.3

– 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 10 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. (e.g. If the parts are partitioned to be 10 times as small, there will then be 10 times as many total 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.

– 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.

– 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.

– 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 (water, wind, solar, trees).

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

Weekly I-Ready (45 minute) Math lessons
Intro to “Book #2, Chapter 10 “Fractions and Decimals” – “Am I Ready?” and “My Math Vocabulary”
-Lesson 1: “Hands On – Place Vaulue Through Tenths and Hundredths” pp. 631-634 My Hwk, pp. 635-636
-Lesson 2: “Tenths” pp.637-640 My Hwk pp. 641-642
-Lesson 3: “Hundredths” pp. 643-646 My Hwk pp. 647-648
-Check My Progress pp. 649-650
CPalms Math Tutorials: “Fractions at the Fair” and “Deciland”
Generation Genius Math “Introduction to Decimals – Tenths and Hundredths” and Genius Challenge worksheet
Scholastic Study Jams – “Natural Resources” slide show
“Using Wind” Activity
CPalms Science Tutorial: “Natural Resources”
Anchor chart and poster project research

Assignments Due
Additional Resources