Weekly Lesson Plan - November 8 - 12
- What
- Weekly Lesson Plan - November 8 - 12
- When
- 11/10/2021
Teacher: Shattuck Week of: November 8 - 12 Math, Sci, SS Grade Level: Monday Tuesday Wednesday Thursday Friday Sterling 7 Math Select the number sentences that show the Commutative Property of Multiplication. Mark all that apply. A 5 × 3 = 5 + 5 + 5 B 8 × 0 = 0 C 3 × 9 = 9 × 3 D 8 × 2 = 2 × 8 E 4 × 1 = 4 GSE 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) EM Modules Module 3 Mid-Module Review Module 3 Mid-Module Assessment Module 3 Lesson 12 Module 3 Review Lessons 1 - 12 LT We are learning the properties of multiplication and division to multiply and divide using units of 6, 7, and 8. We are learning the properties of multiplication and division to multiply and divide using units of 6, 7, and 8. We are learning to multiply and divide using units of 9. We are learning the properties of multiplication and division to multiply and divide using units of 6, 7, 8, and 9. SC I am successful when I can multiply and divide using units of 6, 7, and 8. I am successful when I can multiply and divide using units of 6, 7, and 8. I am successful when I can use the distributive property and 10’s facts as a strategy to multiply. I am successful when I can multiply and divide using units of 6, 7, 8, and 9. GSE SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. Soc. Stud. Resources Page 13 is the graphic organizer https://lor2.gadoe.org/gadoe/file/eaab4e2e-8bfc-40c1-a7f3-abc2d8b19619/1/Social-Studies-3rd-Grade-Unit-4-Sample-Unit.pdf Page 13 is the graphic organizer https://lor2.gadoe.org/gadoe/file/eaab4e2e-8bfc-40c1-a7f3-abc2d8b19619/1/Social-Studies-3rd-Grade-Unit-4-Sample-Unit.pdf Page 13 is the graphic organizer https://lor2.gadoe.org/gadoe/file/eaab4e2e-8bfc-40c1-a7f3-abc2d8b19619/1/Social-Studies-3rd-Grade-Unit-4-Sample-Unit.pdf Page 13 is the graphic organizer https://lor2.gadoe.org/gadoe/file/eaab4e2e-8bfc-40c1-a7f3-abc2d8b19619/1/Social-Studies-3rd-Grade-Unit-4-Sample-Unit.pdf LT Describe the accomplishments and obstacles of Vasco Nunez de Balboa’s journey. Describe the accomplishments and obstacles of Hernando de Soto’s journey. Describe the accomplishments and obstacles of Henry Hudson’s journey. Describe the accomplishments and obstacles of Jacques Cartier’s journey. SC I am successful when I can describe reasons for Balboa’s journey on a graphic organizer.. I am successful when I can describe who Balboa sailed for on a graphic organizer. I am successful when I can describe what Balboa was looking for in his journey. I am successful when I can describe reasons for de Soto’s journey on a graphic organizer.. I am successful when I can describe who de Soto’s sailed for on a graphic organizer. I am successful when I can describe what de Soto was looking for in his journey. I am successful when I can describe reasons for Hudson’s journey on a graphic organizer.. I am successful when I can describe who Hudson sailed for on a graphic organizer. I am successful when I can describe what Hudson was looking for in his journey. I am successful when I can describe reasons for Cartier’s journey on a graphic organizer.. I am successful when I can describe who Cartier sailed for on a graphic organizer. I am successful when I can describe what Cartier was looking for in his journey. I DO Watch Balboa video: https://www.youtube.com/watch?v=yWVx3mXlwCs Watch de Soto video: https://gpb.pbslearningmedia.org/resource/pbs-world-explorers-desoto/pbs-world-explorers-desoto/#.X_Ye0NhKhyE Watch Hudson video: Watch Cartier video: https://www.youtube.com/watch?v=odLQV8pQfQ0 WE DO Read mini book #165 Read mini book #102 Read mini book #144 Read mini book #71 YOU DO Complete the activities in the mini book #165 Complete the activities in the mini book #102 Complete the activities in the mini book #144 Complete the activities in the mini book #71 WE CHECK Class discussion. Class discussion. Class discussion. Class discussion.