Weekly Lesson Plan - November 4-8
- What
- Weekly Lesson Plan - November 4-8
- When
- 11/4/2024
Week of: Nov 4-82024 MATH SCIENCE Science and Social Studies instruction alternates between weeks Monday Lesson Sterling 7: 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 use the take from a ten strategy to subtract efficiently. They apply the strategy to two- and three- digit subtraction problems. Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: Read over the Prep instructions. Mystery Science - Why did the dinosaur go extinct? Review vocabulary and Exploration. Tuesday Lesson Quest Day Sterling 7 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 EOM Assessment Students use the take from a ten strategy to subtract efficiently. They apply the strategy to two- and three- digit subtraction problems. Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: Mystery Science - Why did the dinosaur go extinct? Hands on activity. Supplies: Black construction paper Colored construction paper Die off cards Dinosaur food web print out Scissors Markers, pens, colored pencils Wednesday Lesson Sterling 7: Topic C 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.3.3 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:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: Mystery Science - Why did the dinosaur go extinct? Complete Hands on Activity Thursday Lesson Sterling 7: 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:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: Dino review Start Assessment Friday Lesson Sterling 7: 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:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: Complete Assessment
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.