Weekly Lesson Plan -April 8-12
- What
- Weekly Lesson Plan -April 8-12
- When
- 4/11/2024
Week of: April 8-12, 2024 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks MONDAY Module 5 Lesson 21 (MOVE TO TUESDAY -TOPIC QUIZ D) 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.4.3 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 21 Students throw balls into containers on a number line to compare fractions with like and related units. They use what they know about fractional units to make decisions about how to compare fractions on number lines with like, unlike, and related units. (Vocabulary: identify). TOPIC D QUIZ-IF NEEDED-MOVE TO TUESDAY 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 22 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.4.3 Represent fractions, including fractions greater than one, in multiple ways. LT: We are learning to make equivalent fractions. SC: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 22 Students identify pairs of equivalent fractions greater than 1, including fractions that are equivalent to whole numbers. They use separate number lines for each fractional unit. 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 23 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.4.3 Represent fractions, including fractions greater than one, in multiple ways. LT: We are learning to make equivalent fractions. SC:I can express a whole number as a fraction. I can recognize when a fraction is equivalent to a whole number. I can describe a unit fraction using points on a number line. Lesson/Activity: Module 5 Lesson 23 Students transition from using two number lines to identify pairs of equivalent fractions greater than 1 to using one number line. The emphasis is on counting the math way to find fractions equivalent to whole numbers. 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 Module 5 Lesson 24 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.4.3 Represent fractions, including fractions greater than one, in multiple ways. LT: We are learning to make equivalent fractions. SC:I can express a whole number as a fraction. I can recognize when a fraction is equivalent to a whole number. I can describe a unit fraction using points on a number line. Lesson/Activity: Module 5 Lesson 24 Students create number lines with given intervals and use them to find equivalent fractions greater than 1. They combine two number lines to show fractions with different units on the same number line. 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 25 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.4.3 Represent fractions, including fractions greater than one, in multiple ways. LT: We are learning to make equivalent fractions. SC:I can express a whole number as a fraction. I can represent fractions greater than one. I can describe a unit fraction using points on a number line. Lesson/Activity: Module 5 Lesson 25 Students explore 1 whole as the unit fraction 1/1. They use the unit fraction to represent multiple wholes in fraction form. (ex. 2 as 2/1). 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