Q2 W18 1/10 – 1/15

TeacherLori Proctor
Subject AreaMath and Science
Grade Level4th
Week #Q2 W18 1/10-1/15
Unit of InstructionMath and Science
Standard(s) Taught

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.

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 the results of comparisons with symbols, and justify the conclusions, e.g., by using a visual fraction model.

4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.

Learning Targets and Learning Criteria

Students will:
• explain that fractions can only be compared when they refer to the same sized whole (e.g a small pizza is not the same size as of a large pizza).
• compare two fractions with different numerators and different denominators by: using benchmark fractions and reasoning about their size or location on a number line.
Use 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.

Students will:
review the physical changes of water. Include reasoning why water changes state.
•identify familiar physical changes in matter in which the objects’ properties are retained (e.g., cutting, tearing, crumpling, folding, melting, freezing, dissolving).
•identify familiar chemical changes in matter that result in a new substance with new properties (e.g., burning, frying, rusting, grilling, toasting, decaying plant and animal matter).•record observations of physical and chemical changes in a science notebook.
•make inferences about observations made of physical and chemical changes.
•describe observable signs that a chemical change may exhibit (smell, color, heat, fizzing sound, and substance given off)

Classroom Activities

use number line to locate fractions
create number line with clothespins
benchmark fractions task cards
order fractions with group

Form on chemical and physical change
notebook pages
review conservation of mass
review VST

Assignments Due

notebook pages
work pages
group activity ordering fractions
formative on equivalent fractions
formative on Physical and Chemical change

Additional Resources