Weekly Lesson Plan - March 18 - 22
- What
- Weekly Lesson Plan - March 18 - 22
- When
- 3/21/2024
Week of: March 18-22, 2024 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. 3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies. 3.NR.4.4 Recognize and generate simple equivalent fractions. LT: We are learning to identify unit fractions and use them to form non-unit fractions. SC: I can describe a unit fraction using points on a number line. I can describe a unit fraction using distances on a number line. Lesson/Activity: Module 5 Lesson 12 Students partition number lines from 0 to 1 into fractional units. They plot points and label them with fractions. Students understand that points on the number line represent both a number and a distance. Students represent parts that make 1 with number bonds. (Vocabulary: equivalent). SS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court) of the United States. LT: I am learning to describe the executive branch of the national government. SC: I will know I’m successful when I can… I can identify the head of the executive branch of the national government. I can name the President of the United States. I can explain how the executive branch shares power with the other two branches. I can identify the other offices included in the executive branch. I can name the Vice-President of the United States. Lesson/Activity: Review and discuss slides 8-14. Complete flip book info about the Executive Branch. Tuesday Module 5 Lesson 13 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. 3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies. 3.NR.4.4 Recognize and generate simple equivalent fractions. LT: We are learning to make equivalent fractions. SC: I can identify that two fractions are equivalent when they are on the same location on a number line. I can express a whole number as a fraction. I can recognize when a fraction is equivalent to a whole number. Lesson/Activity: Module 5 Lesson 13 Students use two tape diagrams and two number lines to identify equivalent fractions. They complete equations to represent a pair of equivalent fractions. (Vocabulary: equivalent fractions). SS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court) of the United States. LT: I am learning to describe the executive branch of the national government. SC: I will know I’m successful when I can… I can identify the name of the legislative branch of the national government. I can name the two parts of Congress. I can identify the number of members in the House of Representatives. I can identify the number of members in the Senate. I can explain how Congress shares power with the other two branches. Lesson/Activity: Review and discuss slides 15-19 Wednesday Module 5 Lesson 14 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. 3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies. 3.NR.4.4 Recognize and generate simple equivalent fractions. LT: We are learning to make equivalent fractions. SC: I can identify that two fractions are equivalent when they are on the same location on a number line. I can express a whole number as a fraction. I can recognize when a fraction is equivalent to a whole number. Lesson/Activity: Module 5 Lesson 14 Students find equivalent fractions on a number line. They transition from marking different fractional units on two separate number lines to marking them both on the same number line. They write equations to represent the equivalent fractions. SS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court) of the United States. LT: I am learning to describe the executive branch of the national government. SC: I will know I’m successful when I can… I can identify the name of the legislative branch of the national government. I can name the two parts of Congress. I can identify the number of members in the House of Representatives. I can identify the number of members in the Senate. I can explain how Congress shares power with the other two branches. Lesson/Activity: Review and discuss Slides 20-24 Thursday Module 5 Lesson 15 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. 3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies. 3.NR.4.4 Recognize and generate simple equivalent fractions. LT: We are learning to make equivalent fractions. SC: I can identify that two fractions are equivalent when they are on the same location on a number line. I can express a whole number as a fraction. I can recognize when a fraction is equivalent to a whole number. Lesson/Activity: Module 5 Lesson 15 Students partition a ruler into half- and quarter-inch intervals to measure more precisely than they can with a ruler only marked in whole inches. They relate the ruler to a number line and apply concepts they learned with fractions less than 1 to fractions greater than 1. SS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court) of the United States. LT: I am learning to describe the executive branch of the national government. SC: I will know I’m successful when I can… I can identify the name of the legislative branch of the national government. I can name the two parts of Congress. I can identify the number of members in the House of Representatives. I can identify the number of members in the Senate. I can explain how Congress shares power with the other two branches. Lesson/Activity: Review and discuss Slides 15-24 and complete the flip book on the Legislative Branch. Friday Module 5 Lesson 16 TOPIC QUIZ C 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. 3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies. 3.NR.4.4 Recognize and generate simple equivalent fractions. LT: We are learning to identify unit fractions and use them to form non-unit fractions. SC: I can describe a unit fraction using points on a number line. I can describe a unit fraction using distances on a number line. Lesson/Activity: Module 5 Lesson 16 Students write fractions on their ruler (from previous lesson) to label the half-inch and quarter-inch marks. They use their labeled ruler as a number line on a line plot, and they plot measurement data. TOPIC C QUIZ SS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court) of the United States. LT: I am learning to describe the judicial branch of the national government. SC: I will know I’m successful when I can… I can identify the highest court of the judicial branch of the national government. I can identify the number of members of the Supreme Court. I can explain that the Supreme Court shares power with the other two branches. Lesson/Activity: Review and discuss Slides 26-28