Lesson Plans 8/16 - 8/20
- What
- Lesson Plans 8/16 - 8/20
- When
- 8/20/2021
Teacher: Shattuck | Week of: Aug. 16- 20 | Math, Sci, SS | Grade Level: 3rd | ||
Monday | Tuesday | Wednesday | Thursday | Friday | |
Sterling 7 Math | Complete the skip-counting pattern. 6 12 18 24 ______ _______ A 24, 30 B 30, 36 C 36, 42 D 42, 48 | See Reading Plans | What is another way to write 5 + 5 + 5 Shattuck+5 ? 9 A 6 × 5 B 5 × 3 C 5 × 5 D 4 × 5 | See Reading Plans | Which expression describes the model? A 3 × 2 B 3 × 3 C 3 × 4 D 3 × 5 |
GSE | 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. MGSE 3.OA.5 Apply properties of operations as strategies to multiply and divide. 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.) | MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. MGSE 3.OA.5 Apply properties of operations as strategies to multiply and divide. 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 | M1L4 - https://drive.google.com/drive/folders/1PjSTHhrTn8GVXJSCCYqS0qXW7_984hQ7?usp=sharing | M1L5 - https://drive.google.com/drive/folders/1D7cmjuZy_deF7Pzg8JMKmic1C6CYBcfQ?usp=sharing | M1L6 - https://drive.google.com/drive/folders/1DW2kpeckMO9S4HdXMvvL1jlu1dMdjXkW?usp=sharing | M1L7 - https://drive.google.com/drive/folders/1BUc6jkf7cOAna8NY7-aClOWZvlfwpnaV?usp=sharing | M1L7 - https://drive.google.com/drive/folders/1BUc6jkf7cOAna8NY7-aClOWZvlfwpnaV?usp=sharing |
LT | We are learning that division is an unknown factor problem. | We are learning that division is an unknown factor problem. | We are learning that division is an unknown factor problem. | We are learning to multiply using units of 2 and 3. | We are learning to multiply using units of 2 and 3. |
SC | I am successful when I can understand the unknown as the size of the group in division. | I am successful when I understand the unknown as the number of groups in division. | I am successful when I can interpret the unknown in division using the array model. | I am successful when I can skip count objects in an array to demonstrate the commutative property. | I am successful when I can skip count objects in an array to demonstrate the commutative property. |
GSE | PBIS Lessons | PBIS Lessons | PBIS Lessons | PBIS Lessons | PBIS Lessons |
Sci. Resources | https://docs.google.com/document/d/1CqF5nDackuEMA1wM9HqvoA63HewAU3fmQulrQMVGSrA/edit?usp=sharing | https://docs.google.com/document/d/1E5vlIskF0ztMcIIheLILE_wZGmeYyBK49NbaV0Ayk6Q/edit?usp=sharing | https://docs.google.com/document/d/1Nwz7bm7xS_jXx9muirrq9IO9-U3NcQ11jl5fCqrtUq8/edit?usp=sharing | https://docs.google.com/document/d/1Jjq5xS3yu0o5XZZY0VKLYqD8dRU4wfqcKF9TZ5JaLrA/edit?usp=sharing | https://drive.google.com/file/d/1UwMzAaEQlIReA_7Hl2MVk2qzW3CHpa59/view?usp=sharing |
LT | To ensure all students know and understand the expectations of “RISE” Respect, Independence, Self-Control, and Effort. | To ensure all students know and understand the expectations of “RISE” Respect, Independence, Self-Control, and Effort. | To ensure all students know and understand the expectations of “RISE” Respect, Independence, Self-Control, and Effort. | To ensure all students know and understand the expectations of “RISE” Respect, Independence, Self-Control, and Effort. | To ensure all students know and understand the expectations of “RISE” Respect, Independence, Self-Control, and Effort. |
SC | Understanding and able to implement RISE behavior at all times at school. | Understanding and able to implement RISE behavior at all times at school. | Understanding and able to implement RISE behavior at all times at school. | Understanding and able to implement RISE behavior at all times at school. | Understanding and able to implement RISE behavior at all times at school. |
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