Weekly Lesson Plan - March 21 - 25
- What
- Weekly Lesson Plan - March 21 - 25
- When
- 3/25/2022
Teacher: Shattuck Week of: March 21 - March 25 Math, Sci, SS Grade Level: 3 Monday Tuesday Wednesday Thursday Friday Sterling 7 Math GSE 3.NF.1, 3.NF.2, 3.NF.3 3.NF.1, 3.NF.2, 3.NF.3 3.MD.3 3.MD.3 3.MD.3 EM Modules Module 5 EOM Review Module 5 EOM Assessment Module 6 Lesson 1 Module 6 Lesson 2 Module 6 Lesson 3 LT We are learning the concepts of fractions as numbers on the number line. We are learning the concepts of fractions as numbers on the number line. We are learning to generate and analyze data about specific topics. We are learning to generate and analyze data about specific topics. We are learning to generate and analyze data about specific topics. SC I am successful when I can show my understanding of the foundations and concepts of fractions. We are learning the concepts of fractions as numbers on the number line. I am successful when I can generate and organize data. -I can collect data. -I can construct a picture graph from the data collected. -I can solve one- and two-step “how many more” and “how many less problems using information from the graphs given. I am successful when I can rotate tape diagrams vertically. -I can rotate tape diagrams to make vertical tape diagrams with units of 2. -I can draw vertical tape diagrams with units of 4. -I can explain how I created vertical tape diagrams to show data. I am successful when I can create a bar graph that includes a scale. -I can construct a scaled bar graph. -I can plot data from a bar graph on a number line. -I can read a bar graph to answer given questions. Differentiation Must Do: Problems: All Can Do: Problems Must Do: Problems : All Can Do: Problems: Must Do: Problems: 1-3 Can Do: Problems: 4 Must Do: Problems: 1-3 Can Do: Problems: Must Do: Problems: 1-3 Can Do: Problems: 4-5 Materials Review sheet EOM Assessment White board, marker, eraser, Problem Set, Class List in alphabetical order, pencil. White board, marker, eraser, pencil, tape diagrams from Application Problem. White board, marker, eraser, pencil, Graph A (Template 1), Graph B (Template 2), colored pencils, straightedge Fluency/Application Problem/Problem Set/Exit Ticket Problem Set (You Do): Practice/Review for EOM Module 5 Fractions Problem Set (You Do): Module 5 EOM Assessment Fluency Practice: Group Counting on a Vertical Number Line Model Division with Tape Diagrams Application Problem: Learn Workbook pg. 187 Problem Set (You Do): Learn Workbook pg. 189 - 191 Exit Ticket - Learn Workbook pg. 193 Fluency Practice: Group Counting on a Vertical Number Line; Read Tape Diagrams Application Problem: Learn Workbook pg. 195 Problem Set (You Do): Learn Workbook pg. 197 - 198 Exit Ticket - Learn Workbook pg. 199 Fluency Practice: How Many Units of 6; SPRINT Practice Workbook pg. 79-81 Application Problem: Learn Workbook pg. 201-202 Problem Set (You Do): Learn Workbook pg. 203-205 Exit Ticket - Learn Workbook pg. 207 GSE ELAGSE3L2D ELAGSE3L2D ELAGSE3L2D Soc. Stud. Resources Heat task Challenge (page 24) Heat task Challenge (page 24) LT I will brainstorm ideas to create a structure to make ice last longer. I will carry out my design of a structure to make ice last longer. I will collect data about the temperatures in different regions of GA. I will show what I have learned about heat energy. SC I can sketch a plan to design a structure that will change the amount of melting of ice or the time it takes to melt the ice. I can carry out my plan of designing a structure that will change the amount of melting of ice or the time it takes to melt the ice. I can keep findings on a graphic organizer. I can compare the temperatures in different regions of GA. I can show what I have learned about heat energy using thermometers, tables and charts, sunlight, conductors, insulators, friction, burning, and warming effects. I DO Teacher will explain the challenge. Teacher will observe and advise groups on their challenge. The teacher will collect the data the students have been keeping on the temperature in different areas of GA. WE DO Class discussion about insulators and conductors for clarification of what may keep ice longer. Class discussion about insulators and conductors for clarification of what may keep ice longer. Students will have a museum walk of the regions and compare the highs, lows, and rainfall. YOU DO Students will get in groups to plan an idea according to their findings and knowledge of heat to create a structure that will keep ice longer. Students will get in groups to carry out the challenge. Students will also record their findings on a graphic organizer. Class discussion of the data. Students will understand that different regions have different temperatures and are good for certain things to grow and live. Heat/Energy assessment WE CHECK Students will present their structure and plans.
