Weekly Lesson Plan - November 13 -17
- What
- Weekly Lesson Plan - November 13 -17
- When
- 11/17/2023
Week of: November 13-17, 2023 MATH SCIENCE Science and Social Studies instruction alternates between weeks SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday Module 3 Lesson 3 Standard(s): 3.PAR.3.7 Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. 3.PAR.3.3 Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. LT: We are developing our understanding of multiplication and division. SC: I can use concrete models to represent multiplication or division I can use visual representations to model multiplication or division. I can represent the unknown with a letter. Lesson/Activity: Module 3 Lesson 3 Students use the relationship between 4s and 8s to multiply units of 8. They use arrays, skip-counting, and mental math to find products and quotients. Students find the value of unknowns in multiplication and division equations and identify the benefits of using a letter to represent the unknown. Standard: SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. LT: I am learning to describe European SC: I will know I’m successful when I can… I can describe the reasons for the European exploration of North America. (Three G’s: God, Gold, and Glory”) I can describe four obstacles faced by European exploration in North America. Lesson/Activity: Intro to Explorers comprehension activity. DeSota Students will read and discuss important facts about explorer and compare and contrast other explorers. Tuesday Module 3 Lesson 4 Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.6 Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models. LT: We are developing our understanding of multiplication and division. SC: I can use one strategy to solve a multiplication or division problem. I can use concrete models to represent multiplication or division. Lesson/Activity: Module 3 Lesson 4 Students describe arrays by writing two- and three factor expressions and explain how multiple expressions can represent the same array. Students identify various combinations of equal groups within an array and write three-factor expressions. Standard: SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. LT: I am learning to describe European SC: I will know I’m successful when I can… I can describe the reasons for the European exploration of North America. (Three G’s: God, Gold, and Glory”) I can describe four obstacles faced by European exploration in North America. Lesson/Activity: comprehension activity. Hudson Students will read and discuss important facts about explorer and compare and contrast other explorers. Wednesday Module 3 Lesson 5 Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.3 Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. LT: We are learning to apply properties of operations to multiply within 100. SC: I can apply the distributive property. Lesson/Activity: Module 3 Lesson 5 Students demonstrate the break apart and distribute strategy by using arrays, tape diagrams, and known factors. They use expressions in the form of (____ x ____) x _____ to represent the strategy. Standard: SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. LT: I am learning to describe European SC: I will know I’m successful when I can… I can describe the reasons for the European exploration of North America. (Three G’s: God, Gold, and Glory”) I can describe four obstacles faced by European exploration in North America. Lesson/Activity: comprehension activity. Cartier Students will read and discuss important facts about explorer and compare and contrast other explorers. Thursday Module 3 Lesson 6 Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.3 Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. LT: We are learning to apply properties of operations to multiply within 100. SC: I can apply the distributive property. Lesson/Activity: Module 3 Lesson 6 Students apply the break apart and distribute strategy to division by using arrays and number bonds. Students make decisions about how to break apart the total by using known facts. Standard: SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. LT: I am learning to describe European SC: I will know I’m successful when I can… I can describe the reasons for the European exploration of North America. (Three G’s: God, Gold, and Glory”) I can describe four obstacles faced by European exploration in North America. Lesson/Activity: Explorers Review activity Compare and contrast exploration accomplishments and obstacles. Friday Module 3 Lesson 7 TOPIC A QUIZ Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.7 Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. LT: We are learning to solve multiplication or division problems within 100. SC: I can represent the unknown with a letter. I can solve a multiplication or division problem. Lesson/Activity: Module 3 Lesson 7 TOPIC A QUIZ Students use arrays and tape diagrams to represent multiplication and division problems with 7 as a unit. They evaluate known strategies to determine which strategies can be used to multiply and divide by 7. Standard: SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians. LT: I am learning to describe European SC: I will know I’m successful when I can… I can describe the reasons for the European exploration of North America. (Three G’s: God, Gold, and Glory”) I can describe four obstacles faced by European exploration in North America. Lesson/Activity: Explorers Quiz
exploration in North America.
exploration in North America.
exploration in North America.
exploration in North America.
exploration in North America.