Weekly Lesson Plan - May 12-16
- What
- Weekly Lesson Plan - May 12-16
- When
- 5/14/2025
Week of:-May 12-16, 2025 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks MONDAY Standard(s): 3.PAR.3.1 Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns. 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. LT: We are learning to use patterns to make sense of multiplication SC: I can identify a pattern related to multiplication. I can describe a pattern related to multiplication. I can extend a pattern related to multiplication. I can create a pattern related to multiplication. Lesson/Activity: Module 3 Lesson 23 Students skip count by elevens to recognize patterns in the multiples of 11. Students analyze a visual pattern that counts by twelves to recognize patterns in multiples of 12 up to 4 x 12, and then they use multiplication strategies to find larger products. SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice. LT: I am learning about opportunity cost and what it means for consumers. SC: I will know I’m successful when ❑ I can explain that consumers cannot purchase everything that they want. ❑ I can explain that when consumers purchase a product that they are choosing not to purchase another product. ❑ I can explain that the item not purchased is the opportunity cost. ❑ I can explain that when consumers choose to save their money, they are giving up the opportunity to purchase a product that they want now. ❑ I can explain that when consumers purchase products that they may need to save money to buy things in the future. Lesson/Activity: Ernie and Bert wants and needs Needs vs. Wants vs. Robots read aloud Wants and Needs lesson - slide 3. Engage students in game. TUESDAY Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.3 Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. LT: I am learning how to apply properties of operations to multiply within 100. SC: I can apply the associative property of multiplication. Lesson/Activity: Module 3 Lesson 9 Students see that moving parentheses in a three factor expression changes the way factors are grouped but does not change the product. They decompose the larger factor in a two factor expression to create problems with familiar facts as a strategy to multiply. SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice. LT: I am learning about opportunity cost and what it means for consumers. SC: I will know I’m successful when ❑ I can explain that consumers cannot purchase everything that they want. ❑ I can explain that when consumers purchase a product that they are choosing not to purchase another product. ❑ I can explain that the item not purchased is the opportunity cost. ❑ I can explain that when consumers choose to save their money, they are giving up the opportunity to purchase a product that they want now. ❑ I can explain that when consumers purchase products that they may need to save money to buy things in the future. Lesson/Activity: Ernie and Bert wants and needs Needs vs. Wants vs. Robots read aloud Wants and Needs lesson - slide 3. Engage students in game. WEDNESDAY Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.3 Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. LT: I am learning how to apply properties of operations to multiply within 100. SC: I can apply the associative property of multiplication. Lesson/Activity: Module 3 Lesson 10 Students see that they can multiply the three factors in an expression in any order and get the same answer. They determine whether the same is true for expressions that include other operations. Students conclude that the order in which operations are performed matters and that the placement of the parentheses determines the result. SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice. LT: I am learning about opportunity cost and what it means for consumers. SC: I will know I’m successful when ❑ I can explain that consumers cannot purchase everything that they want. ❑ I can explain that when consumers purchase a product that they are choosing not to purchase another product. ❑ I can explain that the item not purchased is the opportunity cost. ❑ I can explain that when consumers choose to save their money, they are giving up the opportunity to purchase a product that they want now. ❑ I can explain that when consumers purchase products that they may need to save money to buy things in the future. Lesson/Activity: Ernie and Bert wants and needs Needs vs. Wants vs. Robots read aloud Wants and Needs lesson - slide 3. Engage students in game. THURSDAY Standard(s):3.PAR.3.3 Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100. 3.PAR.3.5 Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90. LT: We are learning to multiply one digit whole numbers by multiples of 10. SC: I can use place value reasoning to multiply one digit numbers by multiples of 10. I can use properties of operations to multiply one digit numbers by multiples of 10. I can apply the associative property of multiplication. Lesson/Activity: Module 3 Lesson 21 Students multiply by 10 by using unit form and the place value chart as a strategy for multiplying multiples of 10. They multiply tens by decomposing and applying the associative property. SS3E3 Give examples of interdependence and trade and explain the benefits of voluntary exchange. b. Describe how goods and services are allocated by price in the marketplace LT: I am learning how the price of goods and services are determined. SC: I will know I’m successful when ❑ I can give examples of goods and services. ❑ I can explain that as a consumer I can decide whether to buy a good or service based on the price of it. ❑ I can discuss that producers set their prices for goods and services based on what consumers are willing to pay for it Lesson/Activity: FRIDAY Standard(s): 3.PAR.3.5 Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90. 3.PAR.3.7 Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. LT: We are learning to multiply one digit whole numbers by multiples of 10. SC: I can use place value reasoning to multiply one digit numbers by multiples of 10. I can use properties of operations to multiply one digit numbers by multiples of 10. I can apply the associative property of multiplication. Lesson/Activity: Module 3 Lesson 22 Students select strategies to represent and solve two-step word problems. After working independently to solve the problems, students share their work one step at a time. Before each step is shared, the rest of the class has time to predict what the next step might be. General Store by R. Fields poem Pages 17-20 - vocabulary. Pages 32-35. Flip Book Activity