Weekly Lesson Plan - November 15 - 19
- What
- Weekly Lesson Plan - November 15 - 19
- When
- 11/16/2021
Teacher: Shattuck Week of: 11/15-19 Math, Sci, SS Grade Level: Monday Tuesday Wednesday Thursday Friday Sterling 7 Math Is the number sentence true or false? 20×1 = 20 ATrue BFalse Each page in a picture album has 3 rows, and there are 4 pictures in each row. How many pictures are on each page? A 9 B 11 C 12 D 15 What rule is used to make the pattern below? 72,64,56,48,40,... A Add 8 each time. B Subtract 8 each time. C Multiply by 8 each time. D Divide by 8 each time GSE 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.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.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 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.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.3.OA.8 Solve two-step word problems using the four operations. 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. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order, i.e., Order of Operations.) EM Modules Module 3 Lesson 13/14 Module 3 Lesson 15 Module 3 Lesson 16 Module 3 Lesson 17 Module 3 Lesson 18 LT We are learning to multiply and divide using units of 9. We are learning to multiply and divide using units of 9. We are learning to analyze patterns to solve problems. We are learning to analyze patterns to solve problems. We are learning to analyze patterns to solve problems. SC I am successful when I can identify and use arithmetic patterns to multiply. I am successful when I can find the unknown in order to model and solve word problems. I am successful when I can explain patterns using units of 0 and 1 as they relate to multiplication and division. I am successful when I can use a multiplication table to identify patterns in multiplication and division. I am successful when I can solve two-step word problems involving all four operations. 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. 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 Assign to each student in Google Classroom. Assign to each student in Google Classroom. Assign to each student in Google Classroom. https://docs.google.com/presentation/d/e/2PACX-1vQMQfAR_-f6skbipvEcCUNmrVKQZ1tDMYQl3x8FxfjfifcyJSv6OkCfHNMDXGxCTi6XhtgcQ2fvPwHC/pub?start=false&loop=false&delayms=3000 Assign to each student in Google Classroom. https://docs.google.com/presentation/d/e/2PACX-1vQMQfAR_-f6skbipvEcCUNmrVKQZ1tDMYQl3x8FxfjfifcyJSv6OkCfHNMDXGxCTi6XhtgcQ2fvPwHC/pub?start=false&loop=false&delayms=3000 Assign to each student in Google Classroom. https://docs.google.com/presentation/d/e/2PACX-1vQMQfAR_-f6skbipvEcCUNmrVKQZ1tDMYQl3x8FxfjfifcyJSv6OkCfHNMDXGxCTi6XhtgcQ2fvPwHC/pub?start=false&loop=false&delayms=3000 LT I can describe the accomplishments and obstacles of (explorer’s) journey. I can describe the accomplishments and obstacles of (explorer’s) journey. I can describe the accomplishments and obstacles of (explorer’s) journey. I can describe the accomplishments and obstacles of (explorer’s) journey. I can describe the accomplishments and obstacles of (explorer’s) journey. SC I am successful when I can describe reasons for (explorer’s) journey on a Google Slide. I am successful when I can describe who (explorer) sailed for on a Google Slide. I am successful when I can describe what (explorer) was looking for in his journey. I am successful when I can describe reasons for (explorer’s) journey on a Google Slide. I am successful when I can describe who (explorer) sailed for on a Google Slide. I am successful when I can describe what (explorer) was looking for in his journey. I am successful when I can describe reasons for (explorer’s) journey on a Google Slide. I am successful when I can describe who (explorer) sailed for on a Google Slide. I am successful when I can describe what (explorer) was looking for in his journey. I am successful when I can describe reasons for (explorer’s) journey on a Google Slide. I am successful when I can describe who (explorer) sailed for on a Google Slide. I am successful when I can describe what (explorer) was looking for in his journey. I am successful when I can describe reasons for (explorer’s) journey on a Google Slide. I am successful when I can describe who (explorer) sailed for on a Google Slide. I am successful when I can describe what (explorer) was looking for in his journey. I DO Teacher will model how to do research and create a Google Slide presentation. https://docs.google.com/presentation/d/1n75uoye9vWMk9GPxN7P8vJpqHrPiwQdjoPn35JlyH9U/edit?usp=sharing Teacher will model how to do research and create a Google Slide presentation. https://docs.google.com/presentation/d/1n75uoye9vWMk9GPxN7P8vJpqHrPiwQdjoPn35JlyH9U/edit?usp=sharing Teacher will model how to do research and create a Google Slide presentation. https://docs.google.com/presentation/d/1n75uoye9vWMk9GPxN7P8vJpqHrPiwQdjoPn35JlyH9U/edit?usp=sharing Teacher will model how to do research and create a Google Slide presentation. https://docs.google.com/presentation/d/1n75uoye9vWMk9GPxN7P8vJpqHrPiwQdjoPn35JlyH9U/edit?usp=sharing WE DO Students will choose an explorer to research. YOU DO Students will begin research on explorers. Students will continue their research and presentation. Students will continue their research and presentation. Students will continue their research and presentation. Present. WE CHECK Share with a partner what you have “discovered.” Share with a partner what you have “discovered.” Share with a partner what you have “discovered.” Share with a partner what you have “discovered.” Students will share with the class.