Professional Documents
Culture Documents
Essential
Understanding
(What
is
the
big
idea
or
essential
question
that
you
want
students
to
come
away
with?
In
other
words,
what,
aside
from
the
standard
and
our
objective,
will
students
understand
when
they
finish
this
lesson?)
Objectives-
What
are
you
teaching?
(Student-centered:
What
will
students
know
and
be
able
to
do
after
this
lesson?
Include
the
ABCDs
of
objectives:
action,
behavior,
condition,
and
degree
of
mastery,
i.e.,
"C:
Given
a
sentence
written
in
the
past
or
present
tense,
A:
the
student
B:
will
be
able
to
re-
write
the
sentence
in
future
tense
D:
with
no
errors
in
tense
or
tense
contradiction
(i.e.,
I
will
see
her
yesterday.)."
Note:
Degree
of
mastery
does
not
need
to
be
a
percentage.)
Lesson
Content
MACC.4.NF.3.7
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.
How
can
you
compare
decimals?
What
strategies
can
you
use
to
compare
decimals?
SWBAT
make
connections
between
comparing
whole
numbers
to
decimals.
SWBAT
to
compare
two
decimals
to
the
hundredths
by
reasoning
about
their
size.
SWBAT
to
use
a
model
to
demonstrate
the
comparison
between
two
decimals.
SC.4.E.6.1
Identify
the
three
categories
of
rocks;
Igneous,
Sedimentary,
and
Metamorphic
Rocks
LAFS.4.RI.3.7
Interpret
information
presented
visually,
orally,
or
quantitatively
and
explains
how
the
information
contributed
to
an
understanding
of
the
text
in
which
it
appears.
How
are
the
three
categories
of
rocks
similar
and
different?
How
can
you
use
a
graphic
organizer
to
separate
and
compare
information
about
rocks?
SWBAT
describe
properties
of
igneous,
sedimentary,
and
metamorphic
rocks.
SWBAT
document
the
differences
and
similarities
shared
between
the
three
categories
of
rocks.