Unit 7 : Fractions

The student applies mathematical process standards to represent and generate fractions to solve problems. This unit serves as an opportunity for students to develop a deep understanding of how fractional relationships work to accurately order and compare them. 

Learning Targets

• Students will compare fractions with like numerators OR like denominators.

• Students will determine if two fractions are equivalent in a variety of ways. 

• Students will be able to identify fractions equal to the benchmark fraction of ½ with a variety of denominators. 

• Students will compose and decompose fractions using unit fractions. 

• Students will represent and solve addition and subtraction of fractions with like denominators. 

• Students will represent equivalent decimals with a given fraction.

Some questions you can ask your child to support their thinking:

• How do you determine which fraction has bigger size pieces? 

• What strategy did you use to compare the given fractions?

• Why do you use the same numerical expression to generate the numerator and denominator of the equivalent fraction?

*Please make sure your child is practicing their basic multiplication facts and fact fluency each night for 15 minutes. This is a major skill that 4th graders are expected to have mastered by the end of the year.

Unit 7: Leader in Me

In this unit, students will demonstrate social awareness skills as they take on others’ perspectives when investigating argumentative texts. Students will recognize strengths in arguments and understand the influences those arguments pose on themselves and the community. Students will compose an opinion essay, which will highlight their opinions on a particular topic. 

Novel Study: Winnie's Great War by Lindsay Maltick

While engaging in a class novel study, students will: 

• Students will use their inquiry skills and take ownership over their own learning. 

• Students will analyze and comprehend informational texts.

• Analyze and comprehend literary nonfiction, as a type of informational text.

• Make inferences about the author’s claim in an argumentative text to deepen their understanding and synthesize new information.

Essential Questions: 

• How will synthesizing information in an argumentative text deepen our understanding?

• How do writers use a claim and supportive evidence to build a cohesive argument?

Unit 3: Informational: Opinion Writing

In this unit, students will practice creating constructed responses in order to respond to a text. They will be using the R.A.C.E. strategy to respond to both short answer and extended answers. 

• I will use characteristics of informational writing in a real life context.

• I will revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

• I will incorporate all steps of the writing process to state and support my claim in an opinion essay.

• I will use proper capitalization in my writing. 

Unit 8:  Patterns of the Earth

In this unit students will observe patterns of Earth such as shadows, tides and seasons. 

Big Ideas: 

• Collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the appearance of the Moon.

Essential Questions

• How do the sun, Earth, and moon interact?

• How and why do shadows change?

• Why does the moon appear to change throughout the month?

• Why does the Earth have seasons?

Learning Targets: 

• I will explain why the Moon’s appearance changes.

• I will identify and sequence the phases of the moon.

• I will describe how and why seasons change.

• I will explain in writing how the movement of the Earth 

• impacts shadows throughout the day.

Unit 6: Revolution in Texas

In this unit students will analyze the causes, major events, and effects of the Texas Revolution. Students will also summarize the significant contributions of individuals such as William B. Travis, James Bowie, David Crockett, Juan N. Seguín, Antonio López de Santa Anna, Susanna Dickinson and Enrique Esparza.

Big Ideas: 

• Examine the conflict between Texas settlers and the Mexican government. 

• Explain the causes and effects, and explore the individual contributions of the Texas Revolution.

Essential Questions:

• What were the causes and effects of the Texas Revolution? 

• What was the most important event of the Texas Revolution and why?

• How did individuals contribute to the Texas Revolution?

• How did the actions of _________________  affect the course of history? (Fill in the blank with any of the suggested individuals from 4.3B)

Learning Targets: 

• I will analyze the__________________ of the Texas Revolution

  • Major events

  • Causes and effects

• I will explain the purpose and importance of _____________________

  • The Texas Declaration of Independence

  • The Texas Constitution

• I will explain the meaning of various patriotic symbols and landmarks of Texas.

• I will summarize the significant contributions of individuals of the Texas Revolution.