Weekly Lesson Plan -November 6-10
- What
- Weekly Lesson Plan -November 6-10
- When
- 11/8/2023
Week of: November 6-10, 2023 MATH SCIENCE Science and Social Studies instruction alternates between weeks SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday Module 2 Review Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to fluently add and subtract within 1,000. SC: I can use more than one strategy to solve addition and subtraction problems accurately and efficiently. Lesson/Activity: Module 2 Review Students will complete the End of Module Review in Google Classroom. 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: Hudson Tuesday Module 2 Review Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to fluently add and subtract within 1,000. SC: I can use more than one strategy to solve addition and subtraction problems accurately and efficiently. Lesson/Activity: Module 2 Review Students will review strategies they used to complete problems. Students will practice subtracting and use their estimate to assess the reasonableness of their answer. 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: Cartier https://docs.google.com/presentation/d/1Qg_4JZXVsgWA0G1TvYAyb6QSHum0nT53nlv4Qjg7To0/edit?usp=sharing Wednesday Module 2 End of Module Assessment Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to fluently add and subtract within 1,000. SC: I can use more than one strategy to solve addition and subtraction problems accurately and efficiently. Lesson/Activity: EOM Students will complete the End of Module Assessment. 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: John Cabot comprehension activity. Students will read and discuss important facts about explorer and compare and contrast other explorers. Thursday Module 3 Lesson 1 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 use a variety of strategies to represent single digit multiplication and division. SC: I can use one strategy to solve a multiplication or division problem. I can use more than one strategy to solve a multiplication or division problem. I can apply the distributive property Lesson/Activity: Module 3 Lesson 1 Students decide how to organize, count, and represent the items in their counting collections. They analyze the work of others and discuss efficient strategies as a class. (revisit multiplication concepts). 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: Christopher Columbus comprehension activity. Students will read and discuss important facts about explorer and compare and contrast other explorers. Friday Module 3 Lesson 2 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 learning to solve multiplication or division problems within 100. SC: I can write a multiplication or division equation. I can represent the unknown with a letter. I can solve a multiplication or division problem. Lesson/Activity: Module 3 Lesson 2 Students use the relationship between 3s and 6s to multiply units of 6. They use arrays and skip-counting to multiply and divide. (introduction of the use of 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: Vasco Núñez de Balboa comprehension activity Students will read and discuss important facts about explorer and compare and contrast other explorers.
exploration in North America.
exploration in North America.
exploration in North America.
exploration in North America.
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.
exploration in North America.