Weekly Lesson Plan - March 3 - 7
- What
- Weekly Lesson Plan - March 3 - 7
- When
- 3/6/2025
Week of: March 3-7 2025 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks MONDAY 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. 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 11 Students use fraction tiles to measure, mark, and label fractions as the distance from 0 to 1 on a number line. Students draw number bonds to represent the partitioned number lines and to show the part-part-total relationship of the fractions to 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: How long did it take to cross the country before cars and planes? (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. 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). 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: How long did it take to cross the country before cars and planes? (See Prep instructions.) WEDNESDAY 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. 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 Combine Lesson 13/14 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). They transition from marking different fractional units on two separate number lines to marking them both on the same number line. 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 - Heat Moves - (scissors & glue) THURSDAY Module 5 MAP - READING 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 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. 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 - Heat Moves - (scissors & 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.4.2 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. *Exit Ticket 16 TOPIC C 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: Watch and discuss: Where's the best place to build a snow fort?