Weekly Lesson Plan - March 10-14
- What
- Weekly Lesson Plan - March 10-14
- When
- 3/10/2025
Week of: March 10-14 2025 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks MONDAY Module 5 MAP - LANG FLUENCY 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 17-18 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). Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. I can conduct investigations to identify different sources of heat energy. Lesson/Activity: Can you really fry an egg on a hot sidewalk? (See Prep instructions.) TUESDAY Module 5 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. 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 =). Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. I can conduct investigations to identify different sources of heat energy. Lesson/Activity: Can you really fry an egg on a hot sidewalk? (See Prep instructions.) WEDNESDAY Module 5 MAP - MATH FLUENCY 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 20/21 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. (Vocabulary: identify) Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. I can conduct investigations to identify different sources of heat energy. Lesson/Activity: Heat Flip Book - Conductors and Insulators - (scissors and glue) THURSDAY Module 5 MAP - FLUENCY 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 20/21 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. (Vocabulary: identify) TOPIC D QUIZ Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. I can conduct investigations to identify different sources of heat energy. Lesson/Activity: Heat Flip Book - Conductors and Insulators - (scissors and glue) FRIDAY Module 5 TOPIC C QUIZ 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. Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. I can conduct investigations to identify different sources of heat energy. Lesson/Activity: