Weekly Lesson Plan - September 7 - 10 (Monday - Labor Day Holiday)

Teacher:  Shattuck

Week of:9/7-9/10

Math, Sci, SS

Grade Level: 3

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 

 Find two division sentences for the multiplication fact. 

  7 x 6 = 42 

A   42 ÷ 7 = 6    

B   42 ÷ 6 = 7    

C   42 ÷ 2 = 21 

D 42 ÷ 5 = 7   

GSE

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 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.) 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.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

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 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.) 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.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

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

3.OA.1, 3.OA.2, 3.OA.3,3.OA.5, 3.OA.6, 3.OA.7, 3.OA.8

EM Modules

Module 1 Lesson 18

Module 1 Lesson 20

Module 1 Lesson 21

EOM Assessment

LT

We are learning to solve problems using units of 2-5, and 10.

We are learning to solve problems using units of 2-5, and 10. 

We are learning to solve problems using units of 2-5, and 10. 

We are learning the Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10. 

SC

I am successful when I can apply the distributive property to decompose units. 

I am successful when I can solve two-step word problems involving multiplication and division. 

I am successful when I can solve two-step word problems involving all four math operations. 

I am successful when I can show my understanding of the properties of multiplication and division and solving problems with units of 2-5 and 10.

GSE

:  S3E1a-c - S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.) S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized.

:  S3E1a-c - S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.) S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized.

:  S3E1a-c - S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.) S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized.

:  S3E1a-c - S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.) S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized.

Sci. Resources

Mystery Science: https://mysteryscience.com/water/mystery-1/mapping-earth-s-surface-features/112?r=53930797 

Mystery Science: https://mysteryscience.com/water/mystery-2/rocks-sand-erosion/113?r=53930797 

Mystery Science:  https://mysteryscience.com/water/mystery-3/erosion-earth-s-surface-landforms/114?r=53930797 

Mystery Science: https://mysteryscience.com/water/mystery-4/erosion-engineering/152?r=53930797 

LT

I can communicate information about the physical attributes of rocks and soil.

I can communicate information about the physical attributes of rocks and soil.

I can communicate information about the physical attributes of rocks and soil.

I can communicate information about the physical attributes of rocks and soil.

SC

I will be able to evaluate different soils by their attributes

I will be able to classify different rocks by their color, texture, luster and hardness. 

I will be able to evaluate different soils by their attributes

I will be able to classify different rocks by their color, texture, luster and hardness. 

I will be able to evaluate different soils by their attributes

I will be able to classify different rocks by their color, texture, luster and hardness. 

I will be able to evaluate different soils by their attributes

I will be able to classify different rocks by their color, texture, luster and hardness. 

I DO

Mystery Science: https://mysteryscience.com/water/mystery-1/mapping-earth-s-surface-features/112?r=53930797 

Students will have to view activity due to Covid-19.

Mystery Science: https://mysteryscience.com/water/mystery-2/rocks-sand-erosion/113?r=53930797

Students will have to view activity due to Covid-19.

Mystery Science:  https://mysteryscience.com/water/mystery-3/erosion-earth-s-surface-landforms/114?r=53930797 

Students will have to view activity due to Covid-19.

Mystery Science: https://mysteryscience.com/water/mystery-4/erosion-engineering/152?r=53930797 

Students will have to view activity due to Covid-19.

WE DO

YOU DO

WE CHECK