Tuesday, November 26, 2013
Monday, November 18, 2013
Equivalent Fractions
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.
* Using number lines
http://learnzillion.com/lessons/617recognizeequivalentfractionsusingnumberlines
Video demonstrating how to use number lines to find equivalent fractions.
*Using visual Models
Find an equivalent fraction to 1/4.
The denominator (4) tells you how many pieces to circle in each group.
The numerator (1) tells you how many pieces to shade in each group.
In the shape below, you would circle groups of 4. This will give you 4 groups. You will then shade 1 out of each group. You will have a total of 3 shaded, because you have three groups. That makes your equivalent fraction 3/12.
You multiply 3 by 3 to get 9. Since you multiplied the numerator by 3, you must multiply the denominator by 3 as well. 4 x 3 = 12. So the new denominator will be 12. Your equivalent fractions are 3/4 and 9/12.
*Check your work by cross multiplying.
How can we find equivalent fractions?
http://learnzillion.com/lessons/617recognizeequivalentfractionsusingnumberlines
Video demonstrating how to use number lines to find equivalent fractions.
*Using visual Models
Find an equivalent fraction to 1/4.
The denominator (4) tells you how many pieces to circle in each group.
The numerator (1) tells you how many pieces to shade in each group.
In the shape below, you would circle groups of 4. This will give you 4 groups. You will then shade 1 out of each group. You will have a total of 3 shaded, because you have three groups. That makes your equivalent fraction 3/12.
* Multiplying across
Equivalent Fractions MUST be Fair!!!
Whatever you do to the numerator, you must do to the denominator.
3 = 9
4 ?You multiply 3 by 3 to get 9. Since you multiplied the numerator by 3, you must multiply the denominator by 3 as well. 4 x 3 = 12. So the new denominator will be 12. Your equivalent fractions are 3/4 and 9/12.
*Check your work by cross multiplying.
http://studyjams.scholastic.com/studyjams/jams/math/fractions/equivfractions.htm
Studyjams video on equivalent fractions
http://www.mathplayground.com/Triplets/Triplets.html
Triplets game from Math playground
http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm
Matching equivalent fractions
http://pbskids.org/cyberchase/mathgames/melvinsmakematch/
Fraction game
http://www.softschools.com/math/fractions/equivalent_fractions/games/
Equivalent Fractions Quiz
http://illuminations.nctm.org/Activity.aspx?id=3510
Creating Equivalent Fractions
http://mrnussbaum.com/fractiondolphins/
Fraction dolphin game
Force and Motion
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 (lever, 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.
Resources:
http://studyjams.scholastic.com/studyjams/jams/science/forcesandmotion/forceandmotion.htm
Force and Motion Video from StudyJams
http://studyjams.scholastic.com/studyjams/jams/science/forcesandmotion/simplemachines.htm
Slide Show on Simple Machines from StudyJams
http://studyjams.scholastic.com/studyjams/jams/science/forcesandmotion/inertia.htm
Inertia Video from StudyJams
http://studyjams.scholastic.com/studyjams/jams/science/forcesandmotion/acceleration.htm
Acceleration Video StudyJams
http://www.sciencekids.co.nz/gamesactivities/forcesinaction.html
Forces in Action Game
http://www.learninggamesforkids.com/motiongames.html
Motion Games
http://mrhardy.wikispaces.com/Forces.swf
Tim and Moby Force Video
http://www.learningscience.org/psc2bmotionforces.htm
A list of several different games involving force and motion
http://edheads.org/activities/simplemachines/index.shtml
Simple Machines game at EdHeads
http://www.teacherspayteachers.com/Product/FREEForceMotionVocabularyFlashcards233516
Free Force and Motion Flashcards
Monday, November 11, 2013
Water Cycle and Weather
Water Cycle and Weather
We will be taking our second Science CDA this Friday. The students are required to know the standards listed below.
S4E3. Students will differentiate between the states of water and how they relate to the water
cycle and weather.
a. Identifyweatherinstrumentsandexplainhoweachisusedingatheringweatherdata 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. Useobservationsandrecordsofweatherconditionstopredictweatherpatterns throughout the year.
d. Differentiate between weather and climate.
Below are a few resources to enjoy!
Study Jams
The above link will take you to Studyjams. This is an excellent resource to use. It includes a short video and a comprehension question at the end. Click on Science, See All Topics, Weather and Climate. Then choose the video of your choice.
Edheads
The above link with take you to Edheads. There is a fun game that will help you practice predicting weather.
Water Cycle Song
We have practiced the above song in class many times. It goes through the entire water cycle.
Weather Watch Activities
Make your own weather instruments
The link listed above will show you how to make your own weather instruments. This is an awesome way to help make a connection with what you are learning. If you decide to do this at home, please let me know. I would love to see pictures and hear how it turns out!
Another great way to help your child develop a better understanding of weather is by watching the weather channel together.

Demonstratehowwaterchangesstatesfromsolid(ice)toliquid(water)togas(water
vapor/steam) and changes from gas to liquid to solid.

Identify the temperatures at which water becomes a solid and at which water becomes
a gas.

Investigatehowcloudsareformed.

Explain the water cycle (evaporation, condensation, and precipitation).

Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail,
clouds, and fog).
a. Identifyweatherinstrumentsandexplainhoweachisusedingatheringweatherdata 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. Useobservationsandrecordsofweatherconditionstopredictweatherpatterns throughout the year.
d. Differentiate between weather and climate.
Below are a few resources to enjoy!
Study Jams
The above link will take you to Studyjams. This is an excellent resource to use. It includes a short video and a comprehension question at the end. Click on Science, See All Topics, Weather and Climate. Then choose the video of your choice.
Edheads
The above link with take you to Edheads. There is a fun game that will help you practice predicting weather.
Water Cycle Song
We have practiced the above song in class many times. It goes through the entire water cycle.
Weather Watch Activities
Make your own weather instruments
The link listed above will show you how to make your own weather instruments. This is an awesome way to help make a connection with what you are learning. If you decide to do this at home, please let me know. I would love to see pictures and hear how it turns out!
Another great way to help your child develop a better understanding of weather is by watching the weather channel together.
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