Weekly Lesson Plan - February 22 - 25
- What
- Weekly Lesson Plan - February 22 - 25
- When
- 2/24/2022
Teacher: Shattuck Week of: Feb. 22 - Feb. 25 Math, Sci, SS Grade Level: 3 Monday Tuesday Wednesday Thursday Friday Sterling 7 Math No School GSE 3.NF.2 & 3.NF.3 3.NF.2 & 3.NF.3 3.NF.2 & 3.NF.3 3.NF.2 & 3.NF.3 EM Modules Module 5 Lesson 14 Module 5 Lesson 15 Module 5 Lesson 16 Module 5 Lesson 17 LT We are learning the place and comparing fractions on a number line. We are learning the place and comparing fractions on a number line. We are learning the place and comparing fractions on a number line. We are learning the place and comparing fractions on a number line. SC I am successful when I can place fractions on a number line with endpoints 0 and 1. -I can draw a number bond for each fractional unit. -I can partition the fraction strip to show the unit fraction of the number bond. -I can use the fraction strip to label the fractions on the number line. -I can label endpoints 0 and 1 on a number line. -I can draw number bonds to correspond with the number lines. I am successful when I can place any fraction on a number line with endpoints 0 and 1. -I can estimate to label the given fractions on a number line. -I can locate the point 2 thirds on a number line. -I can locate the point 3 fifths on a number line. -I can draw a number bond to match the number line. -I can write the fractions above the number line. I am successful when I can place whole number fractions and fractions between whole numbers on a number line. -I can estimate to equally partition and label the fractions on the number line. -I can label the wholes as fractions and box them. . -I can draw a number line with endpoints 0 and 1. I am successful when I can practice placing various fractions on a number line. -I can draw a number line to be able to label fractions. -I can locate and label fractions on a number line. Differentiation Must Do: Problems: 1-2 Can Do:3 Must Do: Problems: 1-2 Can Do:3 Must Do: Problems: 1-2 Can Do: 3-4 Must Do: Problems: 1-3 Can Do:4-5 Materials Timer, fraction strips, blank paper, ruler, yardstick, white board marker, eraser White board, marker, eraser White board, marker, eraser White board, marker, eraser Fluency/Application Problem/Problem Set/Exit Ticket Fluency Practice: Counting by Fractional Units, Unit Fractions in 1 Whole Application Problem: Learn Workbook pg. 83 Problem Set (You Do): Learn Workbook pg. 85-86 Exit Ticket - Learn Workbook pg. 87 Fluency Practice: Counting by Fractional Units, Division Application Problem: Learn Workbook pg. 89 Problem Set (You Do): Learn Workbook pg. 91-92 Exit Ticket - Learn Workbook pg. 93 Fluency Practice: Sprint Practice Workbook pg. 35-37 Application Problem: Learn Workbook pg. 95 Problem Set (You Do): Learn Workbook pg. 97-98 Exit Ticket - Learn Workbook pg. 99 Fluency Practice: Sprint Practice Workbook pg. 39-41 Application Problem: Learn Workbook pg. 101 Problem Set (You Do): Learn Workbook pg. 103-104 Exit Ticket - Learn Workbook pg. 105 GSE S3P1a-c S3P1a-c S3P1a-c S3P1a-c Sci. Resources Each day 6 groups will research the temperature of a city in a different region. The students will record and graph the data each day. Examples of heat graphic organizer needed. Ice cubes needed. Heat source needed. LT I will learn to research temperature data and how to graph it. I will learn to research temperature data and how to graph it. I will learn to identify sources of energy. I will learn to research temperature data and how to graph it. I will learn to research temperature data and how to graph it. SC I can use the internet to research the temperature in other regions of Georgia. I can use the internet to research the temperature in other regions of Georgia. I can give examples of heat energy and its sources. I can use the internet to research the temperature in other regions of Georgia. Students can discuss what an investigable question could be and record their ideas. Students can predict what they think may happen when the ice cube is exposed to the heat source and record their predictions. Students can time how long the ice cube takes to melt as an added feature I can use the internet to research the temperature in other regions of Georgia. Students can discuss what an investigable question could be and record their ideas. Students can predict what they think may happen when the ice cube is exposed to the heat source and record their predictions. Students can time how long the ice cube takes to melt as an added feature I DO The teacher will use http://www.georgiaweather.net/ to demonstrate to students how to research the temperature in other regions of Georgia. Teacher will discuss the HEAT AND ICE CUBE investigation. The teacher will set up the experiment for class. The teacher will explain the steps to be able to get an appropriate investigation. WE DO Groups will research the temperature in their assigned region. Groups will research the temperature in their assigned region. Teacher will get a conversation going about the different examples of heat. Groups will research the temperature in their assigned region. The teacher will model how to complete the graphic organizer for the experiment. Groups will research the temperature in their assigned region. The students will complete the investigation over a period of time (an hour or more). YOU DO Groups will record and graph the weather/temperature data. Groups will record and graph the weather/temperature data. Students will record examples of heat on a graphic organizer. Groups will record and graph the weather/temperature data. Groups will record and graph the weather/temperature data. The students will complete the RESULT on the graphic organizer. WE CHECK Check for understanding Check graphic organizer. Check graphic organizer. Check graphic organizer.
