1. Compare Fractions with Unlike Numerators and Denominators (C)

Friday, Mar. 18, 2016

Lesson Plan

Starting Activities – roll, unpacking, Prayer, Copy Test Schedule from Schoolnotes, Choose an egg and Prayer

Religion

Objective: Students will explain the significance of Lenten symbols and services.

Text: p. 175 -177

1. Compare fractions with unlike numerators and denominators (C)  Created by: Jennifer Yu  Standards: 4.NF.A.2, MP3, MP4 Lesson objective: Extend understanding that fractions can be compared as less than, equal to, or greater than another fraction that has unlike numerators and denominators. Students bring prior knowledge of comparing fractions from 3.NF.A.3.a-d. This prior knowledge is extended to include fractions with unlike numerators and denominators as students continue to compare fractions using the comparison symbols. A conceptual challenge students may encounter is that the whole is the same size when comparing fractions, and that a fraction is a number that represents parts of wholes. The concept is developed through work with area models and number lines, which illustrate the relative magnitude of the number. This work helps students deepen their understanding of number because students are reasoning about the size of a number with the fractions' location on the number line or the amount of area the fraction represents. Students engage in Mathematical Practice 4 (Model with Mathematics) as they use number lines and area models to reason with the size of the numbers to form a correct comparison. Key vocabulary:  equal to  equivalent  greater than  less than

Reading Unit Opener The Big Idea What helps you understand the world around you? Build Background, Making It Happen Reading/Writing Workshop  Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1b  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.7  Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2  Build background knowledge on expressing emotions. Interactive Read Aloud, "A Special Birthday Hug"  Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.3  Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2  Listen for a purpose.  Identify characteristics of realistic fiction. Words in Context Reading/Writing Workshop  Acquire and use accurately grade appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g. quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.4.6 Definitions

 bouquet A bouquet is a bunch of picked flowers.

 encircle To encircle means to surround or form a circle around.

To express means to say or show something.  express Cognate: expresar

 fussy Fussy means hard to please and picky.

Portraits are pictures of people, usually showing only the face and upper  portraits part of the body.

 sparkles Something that sparkles shines in quick, bright flashes.

 whirl To whirl means to turn or spin around rapidly. Shared Read “Sadie’s Game” Reading/Writing Workshop  Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.1 Spelling

Spelling City: Mama, I’ll Give You the World Unit

Recess/Lunch

Writing/ Literature: Time Cat Ch. 8 - 11

Students will read, annotate, and comprehend a fantasy with historical references; answer comprehension questions

Spanish

Social Studies: Southwest Region Chapter 10

Objective: Students will describe how the Grand Canyon was carved by erosion caused by the Colorado River; describe how erosion by water, wind, and sand continue to shape the Grand Canyon; explain that the Grand Canyon is a magnificent landform that provides beauty and adventure.

Text: Lesson 1 p. 300 – 305

Science

Objective: Students will identify the phases of the moon and the causes of eclipses.

Text: p. 271 - 275