Weekly Lesson Plan - August 20-27
- What
- Weekly Lesson Plan - August 20-27
- When
- 8/23/2021
Teacher: Shattuck Week of: Aug 23-27 Math, Sci, SS Grade Level: 3 Monday Tuesday Wednesday Thursday Friday Sterling 7 Math GSE 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. MGSE3.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. MGSE3.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.) 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.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? 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.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.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. 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.3.OA.5 Apply properties of operations as strategies to multiply and divide. 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.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. 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.3.OA.5 Apply properties of operations as strategies to multiply and divide. 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. EM Modules Module 1 Lesson 9 Module 1 Lesson 10 Module 1 Lesson 11 Module 1 Mid-Module Review Module 1 Mid-Module Assessment LT We are learning to multiply using units of 2 and 3. We are learning to multiply using units of 2 and 3. We are learning to divide using units of 2 and 3. We are learning multiplication and the meaning of the factors. We are learning division as an unknown factor problem. We are learning to multiply using units of 2 and 3. We are learning multiplication and the meaning of the factors. We are learning division as an unknown factor problem. We are learning to multiply using units of 2 and 3. SC I am successful when I can add and subtract equal groups in an array to find multiplication facts. I am successful when I can model the distributive property in arrays as a strategy to multiply. I am successful when I can use arrays and tape diagrams to model division. I am successful when I can demonstrate the properties of multiplication and division and solving problems with units of 2-5 and 10. I can show what I know. I am successful when I can demonstrate the properties of multiplication and division and solving problems with units of 2-5 and 10. I can show what I know. Resources: Fluency Practice: Multiply by 2 Pattern Sheet, Skip Counting 3’s & 4’s https://www.youtube.com/watch?v=0y_dLi_BUjg https://www.youtube.com/watch?v=8BhGeOgRxCE Application Problem: None Concept Development (We Do) Considerations for Differentiation: RDW (Read, Draw, Write) Manipulatives Turn and Talk/Partner Teaching Point: Add two known smaller facts to solve an unknown larger fact. Subtract two known smaller facts to solve an unknown larger fact. Problem Set (You Do) Learn Workbook pg 53-54 Considerations for Differentiation: Must Do: Problems 1-3 Can Do: 4-5 Scaffolding as needed with specific students Teaching Point: Vocabulary: distribute Exit Ticket:pg. 55 Fluency Practice: Multiply by 2 Pattern Sheet, Skip Counting by 3’s & 4’s https://www.youtube.com/watch?v=0y_dLi_BUjg https://www.youtube.com/watch?v=C14BUe6P-UQ Application Problem: Learn Workbook pg. 59 Concept Development (We Do) Considerations for Differentiation: RDW (Read, Draw, Write) Manipulatives Turn and Talk/Partner Teaching Point: Use the distributive property with arrays to decompose units as a strategy to multiply. Problem Set (You Do): Learn Workbook pgs. 61-62 Considerations for Differentiation: Must Do: 1-2 Can Do: 3 Scaffolding as needed with specific students Teaching Point: Vocabulary: parentheses Exit Ticket: Learn Workbook pg. 63 Fluency Practice: Multiply by 3 Pattern Sheet - Practice Workbook pg. 21 Application Problem: Learn Workbook pg. 65 Concept Development (We Do) Considerations for Differentiation: RDW (Read, Draw, Write) Manipulatives Turn and Talk/Partner Teaching Point: Relate arrays to tape diagrams, modeling division where the quotient represents the number of groups. Use arrays to draw tape diagrams, modeling division where the quotient represents the number of objects in each group. Problem Set (You Do) Learn Workbook pgs. 67-68 Considerations for Differentiation: Must Do: Problems 1-3 Can Do: 4-5 Scaffolding as needed with specific students Teaching Point: Vocabulary :tape diagram, quotient Fluency Practice: Skip Counting 2’s, 3’s, 4’s https://www.youtube.com/watch?v=hae10bsW_CM https://www.youtube.com/watch?v=0y_dLi_BUjg https://www.youtube.com/watch?v=8BhGeOgRxCE Concept Development (We Do) Considerations for Differentiation: RDW (Read, Draw, Write) Manipulatives Turn and Talk/Partner Teaching Point: Review Mid-Module Assessment Problem Set (You Do) Considerations for Differentiation: Manipulatives Scaffolding as needed for specific students Teaching Point: Review of Mid-Module Assessment Fluency Practice:N/A Application Problem: N/A Concept Development (We Do) Considerations for Differentiation: Manipulatives Extended Time Read-aloud Teaching Point: Mid-Module Assessment Problem Set (You Do) Considerations for Differentiation: Manipulatives Extended Time Read-aloud Teaching Point: Mid-Module Assessment GSE Sci. Resources LT SC I DO WE DO YOU DO WE CHECK GSE United States Geography SS3G1 a Locate the major rivers of the United States: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence) Start on page 14 https://lor2.gadoe.org/gadoe/file/ef793573-81d7-4c10-bce2-18dcb0e625e7/1/Social-Studies-3rd-Grade-Teacher-Notes.pdf Soc. Stud. Resources Label map of the United States with Major Rivers and Mountain ranges. https://www.youtube.com/watch?v=jzQQS-8QIjE Mississippi River https://www.youtube.com/watch?v=ZiUNRnFrqH4 https://www.youtube.com/watch?v=wIu6pCZaL3Q&t=66s Ohio River http://ohiohistorycentral.org/w/Ohio_River?rec=784 Rio Grande River https://www.youtube.com/watch?v=Qft_CEYwfYM Colorado River https://www.youtube.com/watch?v=U4r3-1lqcsY Hudson River https://www.youtube.com/watch?v=ZBpvrIecNWs St. Lawrence River Materials Use this map all week: https://commons.wikimedia.org/wiki/File:Usa_edcp_relief_location_map.png Or https://docs.google.com/presentation/d/1-CJzlom1aDm8gRx7qdqoyuEPDDWWsgBD/edit#slide=id.p1 LT Locate major topographical features on a physical map of the United States. Locate major topographical features on a physical map of the United States. Locate major topographical features on a physical map of the United States. Locate major topographical features on a physical map of the United States. Locate major topographical features on a physical map of the United States. SC I can locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence I can locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence I can locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence I can locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence I can locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence I DO Introduce maps of each river. https://en.wikipedia.org/wiki/Mississippi_River#/media/File:Mississippiriver-new-01.png https://upload.wikimedia.org/wikipedia/commons/b/b4/Ohiorivermap.png https://commons.wikimedia.org/wiki/File:Riogrande_watershed.png https://upload.wikimedia.org/wikipedia/commons/f/f6/Colorado_watershed.png https://upload.wikimedia.org/wikipedia/commons/7/7d/Hudsonmap.png https://upload.wikimedia.org/wikipedia/commons/a/af/Grlakes_lawrence_map.png WE DO Read about the Mississippi River https://www.nps.gov/miss/riverfacts.htm Introduce the US map and the graphic organizer. Add information about the Mississippi River to the graphic organizer. https://drive.google.com/file/d/16XPw052ysr5BdwiHOnsTJxoevBP5feFO/view?usp=sharing Read about: Ohio River http://ohiohistorycentral.org/w/Ohio_River?rec=784 Rio Grande River https://www.nps.gov/rigr/index.htm Add information about the rivers to the graphic organizer. https://drive.google.com/file/d/16XPw052ysr5BdwiHOnsTJxoevBP5feFO/view?usp=sharing Read about: Hudson River https://www.riverkeeper.org/hudson-river/history/ (scroll to Trader’s,Artist,& Millionaires) https://drive.google.com/file/d/16XPw052ysr5BdwiHOnsTJxoevBP5feFO/view?usp=sharing Read about: St. Lawrence River http://www.history.com/this-day-in-history/cartier-discovers-st-lawrence-river https://drive.google.com/file/d/16XPw052ysr5BdwiHOnsTJxoevBP5feFO/view?usp=sharing Play SCOOT with the rivers. YOU DO Draw the river on your map. Draw the rivers on your map. Draw the rivers on your map. Draw the rivers on your map. WE CHECK Review map Review map Review map Review map Review SCOOT.
