Math
MCC4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two‐dimensional figures.
Identify Lines
Line Shoot
Review Lines
Review All Geometry Areas
Alien Angles
Flip Card Angles
MCC4.G.2 Classify two‐dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Review All Geometry Areas
Types of Triangles
MCC4.G.3 Recognize a line of symmetry for a two‐dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line‐symmetric figures and draw lines of symmetry.
Review All Geometry Areas
MCC4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two‐dimensional figures.
Identify Lines
Line Shoot
Review Lines
Review All Geometry Areas
Alien Angles
Flip Card Angles
MCC4.G.2 Classify two‐dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Review All Geometry Areas
Types of Triangles
MCC4.G.3 Recognize a line of symmetry for a two‐dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line‐symmetric figures and draw lines of symmetry.
Review All Geometry Areas
Math
MCC4.NF.5 Express a fraction with 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, express 3/10 as 30/100, and add 3/10 +4/100 = 34/100.
MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
MCC4.NF.7 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, e.g., by using a visual model.
Fractions to Decimals Puppy Chase
Shepperd Software
Decimals and Whole Number Jeopardy
Decimal Rainstorm
Decimal Detectives
Comparing Decimals
MCC4.NF.5 Express a fraction with 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, express 3/10 as 30/100, and add 3/10 +4/100 = 34/100.
MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
MCC4.NF.7 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, e.g., by using a visual model.
Fractions to Decimals Puppy Chase
Shepperd Software
Decimals and Whole Number Jeopardy
Decimal Rainstorm
Decimal Detectives
Comparing Decimals
Standards
Math
MCC4.NF.5 Express a fraction with 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, express 3/10 as 30/100, and add 3/10 +4/100 = 34/100. MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Fraction/Decimal 10ths
Fraction/Decimal 100ths
Decimal Patterns
Convert Fractions to Decimals
Science
S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.
a. Identify simple machines and explain their uses (level, pulley, wedge, inclined plane, screw, wheel and axle).
b. Using different size objects, observe how force affects speed and motion.
c. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied.
d. Demonstrate the effect of gravitational force on the motion of an object.
Friction
Friction Game
Simple Machines
Standards
Math
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Cool Math
Fraction Game
Converting Improper Fractions & Mixed Numbers
Converting
Fraction Models
***Nov. 16-20
Science
S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.
Elements:
a. Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns.
b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
Elements:
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.
What Causes Seasons
Moon Phases
About Moon Phases
Nasa
Moon Phases Song
All About the Solar System
Math
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Cool Math
Fraction Game
Converting Improper Fractions & Mixed Numbers
Converting
Fraction Models
***Nov. 16-20
Science
S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.
Elements:
a. Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns.
b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
Elements:
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.
What Causes Seasons
Moon Phases
About Moon Phases
Nasa
Moon Phases Song
All About the Solar System
Math Review
MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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.
MCC4.NF.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 >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Science Review
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
The Elements:
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
b. Using a weather map identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
d. Differentiate between weather and climate.
MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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.
MCC4.NF.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 >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Science Review
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
The Elements:
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
b. Using a weather map identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
d. Differentiate between weather and climate.
Standards
Nov. 16-20
***Math
MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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.
Fraction Practice
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
The Elements:
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
Nov. 16-20
***Math
MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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.
Fraction Practice
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
The Elements:
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
Standards
Math
MCC4.NF.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 >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Mr. Nussbaum
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
The Elements:
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
Math
MCC4.NF.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 >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Mr. Nussbaum
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
The Elements:
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
Standards
Math
Review Math Standards
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
Standards
Math
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
MCC4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself
Factoring
Multiples
Factors & Multiples
Prime & Composite
Prime & Composite Game
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
Water Facts
Water Cycle
Water Cycle Song
Weather
Weather Instruments
Standards
Math
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC4.NBT.6 Find whole‐number quotients and remainders with up to four‐digit dividends and one‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Science
S4L2.b - Identify factors that may have led to the extinction of some organisms.
S4L2.a - Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
S4L2 - Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Standards
Math
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC4.NBT.6 Find whole‐number quotients and remainders with up to four‐digit dividends and one‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Word Problem Strategies
Division Work
Science
S4L2.b - Identify factors that may have led to the extinction of some organisms.
S4L2.a - Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
S4L2 - Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Standards
Math
MCC4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.NBT.5 Multiply a whole number of up to four digits by a one‐digit whole number, and multiply two two‐digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Multiplication Equations
Multiplication Games
Science
S4L2.b - Identify factors that may have led to the extinction of some organisms.
S4L2.a - Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
S4L2 - Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Adaptation Games
More With Adaptation
Standards
Math
MCC4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
MCC4.NBT.5 Multiply a whole number of up to four digits by a one‐digit whole number, and multiply two two‐digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Science
S4L2 Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection).
a. Identify external features of organisms that allow them to survive or reproduce better than other organisms that do not have these features. (e.g. camouflage, use of hibernation, protection, etc.) b. Identify factors that may have lead to the extinction of some organisms.
BrainPop-username: cliftondalees password: mustang
Learnzillion-username: [email protected] password: mustangs
Brain Pop-Scientific Method
Standards
Math
Review of all Math Standards from the previous 3 weeks
Science
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and
ncluding producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Math
Review Math Standards
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
Standards
Math
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
MCC4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself
Factoring
Multiples
Factors & Multiples
Prime & Composite
Prime & Composite Game
Science
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
Water Facts
Water Cycle
Water Cycle Song
Weather
Weather Instruments
Standards
Math
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC4.NBT.6 Find whole‐number quotients and remainders with up to four‐digit dividends and one‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Science
S4L2.b - Identify factors that may have led to the extinction of some organisms.
S4L2.a - Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
S4L2 - Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Standards
Math
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC4.NBT.6 Find whole‐number quotients and remainders with up to four‐digit dividends and one‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Word Problem Strategies
Division Work
Science
S4L2.b - Identify factors that may have led to the extinction of some organisms.
S4L2.a - Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
S4L2 - Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Standards
Math
MCC4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
MCC4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MCC4.NBT.5 Multiply a whole number of up to four digits by a one‐digit whole number, and multiply two two‐digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Multiplication Equations
Multiplication Games
Science
S4L2.b - Identify factors that may have led to the extinction of some organisms.
S4L2.a - Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
S4L2 - Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Adaptation Games
More With Adaptation
Standards
Math
MCC4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
MCC4.NBT.5 Multiply a whole number of up to four digits by a one‐digit whole number, and multiply two two‐digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Science
S4L2 Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection).
a. Identify external features of organisms that allow them to survive or reproduce better than other organisms that do not have these features. (e.g. camouflage, use of hibernation, protection, etc.) b. Identify factors that may have lead to the extinction of some organisms.
BrainPop-username: cliftondalees password: mustang
Learnzillion-username: [email protected] password: mustangs
Brain Pop-Scientific Method
Standards
Math
Review of all Math Standards from the previous 3 weeks
Science
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and
ncluding producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Standards
Math
MCC4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
MCC4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Addition Properties
Rounding Practice
Science
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Standards
Math
MCC4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Comparing Numbers
More with Comparing
Order Numbers
Science
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Food Chain
Build a Food Web
Standards:
Math
MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Mr. Coley
Indentify Value of Digits
Indentify Place of Digits
ToonUniversity
Practice & Tutorial
Science
S4L1.Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Producers, Consumers, & Decomposers
Kids Do Ecology
Math
MCC4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Comparing Numbers
More with Comparing
Order Numbers
Science
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Food Chain
Build a Food Web
Standards:
Math
MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Mr. Coley
Indentify Value of Digits
Indentify Place of Digits
ToonUniversity
Practice & Tutorial
Science
S4L1.Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
Producers, Consumers, & Decomposers
Kids Do Ecology