Weekly Lesson Plan - March 25-29
- What
- Weekly Lesson Plan - March 25-29
- When
- 3/28/2024
Week of: March 25-29, 2024 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday Module 5 Lesson 17 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 17 Students use fractions strips and unit fraction tiles to create and label a number line with fractions greater than 1. Students use what they know about fractions equivalent to whole numbers to label a given interval on the number line. (Vocabulary: fraction greater than 1). SS3CG1 Describe the elements of representative democracy/republic in the United States. b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia). LT: I am learning to describe the executive branch of the State of Georgia. SC: I will know I’m successful when I can… I can identify the head of the executive branch of government in the state of Georgia. I can name the current Governor of Georgia. I can explain some of the duties of the Governor of Georgia. I can identify the other offices included in the executive branch of Georgia. Lesson/Activity: Review and discuss slides 29-32. Tuesday Module 5 Lesson 18 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 18 Students use fraction position and distance to compare fractions on number lines. They use two number lines to compare fractions that have the same numerators but different denominators. Students draw number lines to solve comparison word problems. (This is students’ first use of symbols to write fraction comparison statements.) SS3CG1 Describe the elements of representative democracy/republic in the United States. b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia). LT: I am learning to describe the executive branch of the State of Georgia. SC: I will know I’m successful when I can… I can identify the head of the executive branch of government in the state of Georgia. I can name the current Governor of Georgia. I can explain some of the duties of the Governor of Georgia. I can identify the other offices included in the executive branch of Georgia. Lesson/Activity: Review and discuss slides 29-32. Finish slides 26-32 and complete the flip book on the Judicial Branch. Wednesday Module 5 Lesson 19 3.NR.4.1 3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies. LT: We are learning to compare two unit fractions. SC: I can use a variety of strategies to compare unit fractions. I can compare unit fractions with the symbols <, >, and =. I can reason that two fractions can only be compared when they are comparing the same whole. Lesson/Activity: Module 5 Lesson 19 Students use fraction position and distance to compare fractions on the number lines. They use two number lines to compare fractions that have the same numerators but different denominators. Students draw number lines to solve comparison word problems and write fraction comparison statements. (Vocabulary: symbols <, >, and =). SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials). 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 33-38 Thursday FIELD DAY SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials). 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: Friday Module 5 Lesson 20 3.NR.4.1 3.NR.4.3 Represent fractions, including fractions greater than one, in multiple ways. LT: We are learning to compare two unit fractions. SC: I can represent fractions less than one. I can represent fractions equal to one. I can represent fractions greater than one. Lesson/Activity: Module 5 Lesson 20 Students use relationships between fractional units to locate fractions on a number line. They compare fractions with different but related denominators on one number line. Students co-construct a comparison situation with given fractions. SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials). 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 39-41 Government Assessment