Weekly Lesson Plan - November 1 - 5
- What
- Weekly Lesson Plan - November 1 - 5
- When
- 11/4/2021
Teacher: Shattuck Week of: November 1 - 5, 2021 Math, Sci, SS Grade Level: 3rd Monday Tuesday Wednesday Thursday Friday Sterling 7 Math What number goes in the blank to make the number sentence true? 12 × 2 = (? × 2) + (2 × 2) A 10 B 12 C 20 D 24 Which property of multiplication is shown? 7 × 5 = 5 × 7 A Commutative B Zero C Distributive D Associative 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.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. EM Modules Module 3 Lesson 6 Module 3 Lesson 7 Module 3 Lesson 8 Module 3 Lesson 9 Module 3 Lesson 10 LT We are learning to multiply and divide using units of 6 and 7. We are learning to multiply and divide using units of 6 and 7. We are learning to multiply and divide using units of 8. We are learning to multiply and divide using units of 8. We are learning to multiply and divide using units of 8. SC I am successful when I can use the distributive property as a strategy to multiply and divide using units of 6 and 7. I am successful when I can interpret the unknown in multiplication and division to model and solve problems using units of 6 and 7. I am successful when I can understand the function of parentheses and apply it to problem solving. I am successful when I can model the associative property as a strategy to multiply. I am successful when I can use the distributive strategy as a strategy to multiply and divide. 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 Page 13 is the graphic organizer 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 https://docs.google.com/presentation/d/1pn2OQ_dSEUetCjnxXDNOoNlXBLbd10I6kbWUmoTmKxE/edit#slide=id.gb3ab454b71_6_0 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 https://docs.google.com/presentation/d/1pn2OQ_dSEUetCjnxXDNOoNlXBLbd10I6kbWUmoTmKxE/edit#slide=id.gb3ab454b71_6_0 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 https://docs.google.com/presentation/d/1pn2OQ_dSEUetCjnxXDNOoNlXBLbd10I6kbWUmoTmKxE/edit#slide=id.gb3ab454b71_6_0 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 https://docs.google.com/presentation/d/1pn2OQ_dSEUetCjnxXDNOoNlXBLbd10I6kbWUmoTmKxE/edit#slide=id.gb3ab454b71_6_0 LT What leads explorers to explore the unknown? How did explorers cooperate and clash with American Indians? Describe the accomplishments and obstacles of Christopher Columbus’ journey. Describe the accomplishments and obstacles of John Cabot’s journey. How are CC and JC alike and different? SC I am successful when I can give reasons why other countries and their explorers wanted to explore other parts of the world. I am successful when I can describe the encounter between the explorers and the American Indians. I am successful when I can describe reasons for Columbus’ journey on a graphic organizer.. I am successful when I can describe who Columbus sailed for on a graphic organizer. I am successful when I can describe what Columbus was looking for in his journey. I am successful when I can describe reasons for Cabot’s journey on a graphic organizer.. I am successful when I can describe who Cabot sailed for on a graphic organizer. I am successful when I can describe what Cabot was looking for in his journey. I am successful when I can give examples of likenesses and differences of CC and JC using a venn diagram. I DO Show video from the Explorer’s classroom. Show video from the Explorer’s classroom. Christopher Columbus song https://www.youtube.com/watch?v=ae2B9TOBvpM John Cabot song: https://www.youtube.com/watch?v=8k-wZ9vgw8c Encounter read aloud from the Explorer’s classroom. WE DO Class discussion. Show video from the Explorer’s classroom. Read the book from the Explorer’s classroom. Read the book from the Explorer’s classroom on Christopher Columbus. Watch the CC video: https://gpb.pbslearningmedia.org/resource/58b6bd78-c924-4d32-b48d-d9590b862ff5/columbus-pbs-world-explorers/#.WUmkThMrKEI Class discussion: The video on Christopher Columbus mentions that almost 90% of the indigenous people Columbus encountered, who were subsequently visited by many more ships full of Europeans, died from European diseases. What else happened to the indigenous people at the hands of the Europeans? Read the book from the Explorer’s classroom on John Cabot Watch JC video: https://gpb.pbslearningmedia.org/resource/john-cabot-pbs-world-explorers/john-cabot-pbs-world-explorers/#.WUmlRBMrKEI Class discussion: In the video about John Cabot, the narrator notes that Cabot’s northerly route to the New World gave the English the opportunity to eventually dominate North America while also making the country incredibly wealthy. What did Cabot discover that helped make England very wealthy? Why do you think this commodity (a product that people buy and sell) was so valuable? Do a compare and contrast with Columbus and Cabot. Use a venn diagram from the compare and contrast. YOU DO Graphic organizer. Graphic organizer. Graphic organizer. Graphic organizer. Graphic organizer. WE CHECK Class discussion and check graphic organizer. Class discussion and check graphic organizer. Class discussion and check graphic organizer. Class discussion and check graphic organizer. Class discussion and check graphic organizer.
