Weekly Lesson Plan - April 15 - 19
- What
- Weekly Lesson Plan - April 15 - 19
- When
- 4/19/2024
Week of: April 15-19, 2024 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks MONDAY Module 5 REVIEW 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 REVIEW 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 End of Module Assessment 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 END OF MODULE ASSESSMENT 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 6 Lesson 1 3.3.MDR.5.2 Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock. 3.MDR.5.3 Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only. LT: We are learning to tell time to the nearest minute. SC: I can use an analog clock to tell and write time to the nearest minute (and five minutes). I can use an analog clock and estimate the time to the nearest quarter hour. I can use a strategy to solve elapsed time. Lesson/Activity: Module 6 Lesson 1 Students plot times to the nearest 5 minutes on a number line and then relate the number line to an analog clock. Students use fives to read the time on a clock and plot the time on a 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: Review and discuss Slides 33-38 Thursday Module 6 Lesson 2 3.3.MDR.5.2 Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock. 3.MDR.5.3 Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only. LT: We are learning to tell time to the nearest minute. SC: I can use an analog clock to tell and write time to the nearest minute (and five minutes). I can use an analog clock and estimate the time to the nearest quarter hour. I can use a strategy to solve elapsed time. Lesson/Activity: Module 6 Lesson 2 Students use fives and ones to plot times on a number line to the nearest minute. Then they relate the number line to the clock. Students tell time to the nearest minute on a clock, plot the time on a number line, and express ten minutes with fives and ones or tens and ones. 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 6 Lesson 3 3.MDR.5.3 Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only. LT: We are learning to tell time to the nearest minute. SC: I can use an analog clock to tell and write time to the nearest minute (and five minutes). I can use more than one strategy to solve elapsed time. Lesson/Activity: Module 6 Lesson 3 Students identify the start, elapsed, and finish times in a word problem. They find an unknown finish time by using various models, such as a number line with intervals, an open number line, and the arrow way. 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