Q2 W19 1/19 – 1/22

TeacherLori Proctor
Subject AreaMath and Science
Grade Level4th
Week #Q2 W19 1/19 - 1/22
Unit of InstructionMath and Science
Standard(s) Taught

SC.4.P.10.1
Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
SC.4.P.10.2
Investigate and describe that energy has the ability to cause motion or create change.
SC.4.P.10.3
Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.

MAFS.4.NF.1.1
Explain why a fraction is equivalent to a fraction 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.

Learning Targets and Learning Criteria

Students will:
•review how light travels in a straight path until interrupted by an object.
•review how light passes through other objects (transparent, translucent, opaque).
•review how light reflects, bends, and absorbs.
•observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion (mechanical).
•identify examples of these energy forms in their life and in the natural world.
•compare and contrast these types of energy.

Students will:
•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.

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 of parts. Ex If the parts are partitioned to be 2 times as small, there will then be 2 times as many total parts.

Classroom Activities

Ping Pong Experiment
Introduce Energy
Review VST

Math notebook pages
Math Vol 2 Lesson 4
Math kits with fractions
IXL

Assignments Due

Equivalent Fraction Formative
Topic Check 8
SMT

Additional Resources