Weekly Lesson Plan February 6-10

Week of: Feb. 6 - Feb. 10

Georgia Standards of Excellence

MATH

SCIENCE

Science and Social Studies instruction alternates between weeks

SOCIAL STUDIES

Science and Social Studies instruction alternates between weeks

Monday - Feb. 6

Standard(s):  3.NF.1, Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b.

LT: We are learning unit fractions and their relation to the whole. 

SC: We are learning unit fractions and their relation to the whole. 

Lesson/Activity: Module 5 Lesson 6

Standard(s):

LT: 

SC: 

Lesson/Activity:

Standard(s): SS3H3

LT:I am learning about the factors that shaped British Colonial America.

SC: --I can give key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

-I can compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Lesson/Activity: Hardtack

Tuesday - Feb. 7

Standard(s):3.NF.1, Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b.

LT: We are learning unit fractions and their relation to the whole. 

 SC:I am successful when I can identify and represent shaded and non-shaded parts of a whole as fractions. 

-I can match the fraction of the shape that is shaded to the amount that is not shaded. 

-I can write a fraction to label the shaded and unshaded parts. 

Lesson/Activity: Module 5 Lesson 7

Standard(s): 

LT: 

SC: 

Lesson/Activity: 

Standard(s): SS3H3

LT:I am learning about the factors that shaped British Colonial America.

SC: --I can give key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

-I can compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Lesson/Activity: Colonial day games:

Hopscotch

Marbles

Pickup sticks

Wednesday - Feb. 8

Standard(s):3.NF.1, Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b.

 LT: We are learning unit fractions and their relation to the whole. 

SC: I am successful when I can represent parts of one whole as fractions with number bonds. 

-I can decompose 4 into ones. 

-I can decompose 1 into fourths. 

-I can decompose 1 into fifths. (2 non-unit fractions). 

Lesson/Activity:  Module 5 Lesson 8

Standard(s): 

LT: 

SC:

Lesson/Activity: 

Standard(s):SS3H3

LT: I am learning about the factors that shaped British Colonial America.

SC: --I can give key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

-I can compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Lesson/Activity: Colonial day games:

Hopscotch

Marbles

Pickup sticks

Thursday - Feb. 9

Standard(s):3.NF.1, Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b

LT: We are learning unit fractions and their relation to the whole. 

SC:I am successful when I can build and write fractions greater than one whole using unit fractions. 

-I can name the unit fractions.  

-I can name the total number of units shaded.  

-I can write numerically, the fraction that is shaded.  

-I can estimate to draw and shade units on fraction strips.

Lesson/Activity: Module 5 Lesson 9

Standard(s): 

LT: 

SC:

Lesson/Activity: 

Standard(s): SS3H3

LT:I am learning about the factors that shaped British Colonial America.

SC: --I can give key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

-I can compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Lesson/Activity: Scoot/Task cards

Friday- Feb. 10

Standard(s):  3.NF.3, Explain equivalence of fractions in special cases,a and compare fractions by reasoning about their size. d.Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when two fractions refer to the same whole. Record the results of comparisons with the symbols >,=, or <, and justify the conclusions, e.g. by using a visual fraction model. 

LT:  We are learning to compare unit fractions and specify the whole. 

 SC: I am successful when I can use fractions strips to compare unit fractions by reasoning about their size.  

-I can identify 1 fractional unit in each fraction strip. 

-I can identify  less than or greater than when comparing two unit fractions.  

-I can draw and label the same whole with a shaded unit fraction that makes the sentence true. 

Lesson/Activity: Module 5 Lesson 10/11 

Standard(s): 

LT: 

SC: 

Lesson/Activity: 

Standard(s): SS3H3

LT:I am learning about the factors that shaped British Colonial America.

SC:--I can give key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

-I can compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Lesson/Activity: Scoot/Task cards