Lesson Plans for Math Planner 2015-16

Week of Monday, May 2, 2016

Monday, May 2, 2016
Day 155

Tuesday, May 3, 2016

Day 156

Wednesday, May 4, 2016

Day 157

Thursday, May 5, 2016

Day 158

Friday, May 6, 2016

Day 159

Monday, May 2, 2016

Day 155

Tuesday, May 3, 2016

Day 156

Wednesday, May 4, 2016

Day 157

Thursday, May 5, 2016

Day 158

Friday, May 6, 2016

Day 159

Mathematics, Grade 3

Mathematics, Grade 3

Mathematics, Grade 3

Mathematics, Grade 3

Mathematics, Grade 3

The student is expected to...

apply mathematics to problems arising
in everyday life, society, and the
workplace.[3.1A]
use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process
and the reasonableness of the solution.
[3.1B]
select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and
techniques, including mental math,
estimation, and number sense as
appropriate, to solve problems.[3.1C]
communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate.[3.1D]
create and use representations to
organize, record, and communicate
mathematical ideas.[3.1E]
analyze mathematical relationships to
connect and communicate mathematical
ideas.[3.1F]
display, explain, and justify
mathematical ideas and arguments using
precise mathematical language in written
or oral communication.[3.1G]
solve problems involving partitioning an
object or a set of objects among two or
more recipients using pictorial
representations of fractions with
denominators of 2, 3, 4, 6, and 8.[3.3E]
compare two fractions having the same
numerator or denominator in problems by
reasoning about their sizes and justifying
the conclusion using symbols, words,
objects, and pictorial models.[3.3H]
Student Objective (We will...):
Identify how to determine equivalent
fractions.

The student is expected to...

apply mathematics to problems arising
in everyday life, society, and the
workplace.[3.1A]
use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process
and the reasonableness of the solution.
[3.1B]
select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and
techniques, including mental math,
estimation, and number sense as
appropriate, to solve problems.[3.1C]
communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate.[3.1D]
create and use representations to
organize, record, and communicate
mathematical ideas.[3.1E]
analyze mathematical relationships to
connect and communicate mathematical
ideas.[3.1F]
display, explain, and justify
mathematical ideas and arguments using
precise mathematical language in written
or oral communication.[3.1G]
solve problems involving partitioning an
object or a set of objects among two or
more recipients using pictorial
representations of fractions with
denominators of 2, 3, 4, 6, and 8.[3.3E]
compare two fractions having the same
numerator or denominator in problems by
reasoning about their sizes and justifying
the conclusion using symbols, words,
objects, and pictorial models.[3.3H]
Student Objective (We will...):
Identify how to compare like
denominators.

The student is expected to...

apply mathematics to problems arising
in everyday life, society, and the
workplace.[3.1A]
use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process
and the reasonableness of the solution.
[3.1B]
select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and
techniques, including mental math,
estimation, and number sense as
appropriate, to solve problems.[3.1C]
communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate.[3.1D]
create and use representations to
organize, record, and communicate
mathematical ideas.[3.1E]
analyze mathematical relationships to
connect and communicate mathematical
ideas.[3.1F]
display, explain, and justify
mathematical ideas and arguments using
precise mathematical language in written
or oral communication.[3.1G]
solve problems involving partitioning an
object or a set of objects among two or
more recipients using pictorial
representations of fractions with
denominators of 2, 3, 4, 6, and 8.[3.3E]
compare two fractions having the same
numerator or denominator in problems by
reasoning about their sizes and justifying
the conclusion using symbols, words,
objects, and pictorial models.[3.3H]
Student Objective (We will...):
Compare like denominators and
determine if the fraction is greater or less
than.

The student is expected to...

apply mathematics to problems arising
in everyday life, society, and the
workplace.[3.1A]
use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process
and the reasonableness of the solution.
[3.1B]
select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and
techniques, including mental math,
estimation, and number sense as
appropriate, to solve problems.[3.1C]
communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate.[3.1D]
create and use representations to
organize, record, and communicate
mathematical ideas.[3.1E]
analyze mathematical relationships to
connect and communicate mathematical
ideas.[3.1F]
display, explain, and justify
mathematical ideas and arguments using
precise mathematical language in written
or oral communication.[3.1G]
solve problems involving partitioning an
object or a set of objects among two or
more recipients using pictorial
representations of fractions with
denominators of 2, 3, 4, 6, and 8.[3.3E]
compare two fractions having the same
numerator or denominator in problems by
reasoning about their sizes and justifying
the conclusion using symbols, words,
objects, and pictorial models.[3.3H]
Student Objective (We will...):
Identify how to compare like numerators.

The student is expected to...

apply mathematics to problems arising
in everyday life, society, and the
workplace.[3.1A]
use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process
and the reasonableness of the solution.
[3.1B]
select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and
techniques, including mental math,
estimation, and number sense as
appropriate, to solve problems.[3.1C]
communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate.[3.1D]
create and use representations to
organize, record, and communicate
mathematical ideas.[3.1E]
analyze mathematical relationships to
connect and communicate mathematical
ideas.[3.1F]
display, explain, and justify
mathematical ideas and arguments using
precise mathematical language in written
or oral communication.[3.1G]
solve problems involving partitioning an
object or a set of objects among two or
more recipients using pictorial
representations of fractions with
denominators of 2, 3, 4, 6, and 8.[3.3E]
compare two fractions having the same
numerator or denominator in problems by
reasoning about their sizes and justifying
the conclusion using symbols, words,
objects, and pictorial models.[3.3H]
Student Objective (We will...):
Compare like numerators and determine if
the fraction is greater or less than.

Closing Task (I will...):

Determine an equivalent fraction.

Closing Task (I will...):

Closing Task (I will...):
Closing Task (I will...):
Compare fractions with like numerators on Compare fractions with like numerators.
Compare fractions with like denominators. Closing Task (I will...):
a number line.
Compare fractions with like denominators.
Guiding Questions:
Guiding Questions:
Guiding Questions:
-When comparing two fractions with the
Guiding Questions:
-When comparing two fractions with the
same denominators, how does the
-When
same denominators, how does the
comparison of the numerators relate to
comparing two fractions with the same
-When comparing two fractions with the
comparison of the numerators relate to
the
numerators, how does the
same denominators, how does the
the
comparison of the denominators relate to comparison of the numerators relate to
comparison of the fractions?
the comparison of the
the
comparison of the fractions?
-How can the comparison of two fractions
fractions?
comparison of the fractions?
-How can the comparison of two fractions with the same

Guiding Questions:
-What are equivalent fractions?
-How can two fractions that do not look
the same represent
equivalent amounts?
-How can objects and pictorial models,
such as strip diagrams
or area models, be used to represent

Monday, May 2, 2016

Day 155
such as strip diagrams
or area models, be used to represent
equivalent fractions?
-How can a number line be used to
represent equivalent
fractions?
Materials:
Warm-Up:
Mini lesson on multi-step
multiplication/division word problems

Tuesday, May 3, 2016

Day 156
the comparison of the
fractions?
-How can two fractions with the same
denominators be compared?
-When
comparing two fractions with the same
denominators, how does the
comparison of the numerators relate to
the comparison of the fractions?

Wednesday, May 4, 2016

Day 157

Thursday, May 5, 2016

Day 158

Friday, May 6, 2016

Day 159

the
comparison of the fractions?
-How can the comparison of two fractions
with the same

comparison of the fractions?

-How can the comparison of two fractions
with the same
numerator or the same denominator be
justified using objects?
--When
comparing two fractions with the same
denominators, how does the
comparison of the numerators relate to
the comparison of the fractions?

-How can the comparison of two fractions

with the same
numerator or the same denominator be
justified using objects?
--When
comparing two fractions with the same
denominators, how does the
comparison of the numerators relate to
the comparison of the fractions?

numerator or the same denominator be

justified using objects?
--When
comparing two fractions with the same
denominators, how does the
comparison of the numerators relate to
the comparison of the fractions?

Materials:
Materials:

Guided Practice:
Clothesline fractions

Warm-Up:
Mini lesson on multi-step
multiplication/division word problems

Independent Practice:
Guided Practice:
Exit ticket, give the students a fraction and STAAR maker questions
they come up with an equivalent fraction.
Assessment/ Critical Writing:

Materials:
Materials:

Warm-Up:
Mini lesson on multi step
multiplication/division word problems
Guided Practice:
Greater, less or equal game cards for like
denominators

Independent Practice:
STAAR question stations

Warm-Up:
Warm-Up:
mini lesson on multi-step
Mini lesson on multiplication/division word multiplication/division word problems
problems
Guided Practice:
Like numerator fractions: fraction bars,
number lines and circles

Guided Practice:
Greater, less or equal game cards for like
numerators
Independent Practice:
Like numerator task cards

Independent Practice:
Fractions on a number line
Independent Practice:
Like denominator task cards

Assessment/ Critical Writing:

Assessment/ Critical Writing:

Assessment/ Critical Writing:

Assessment/ Critical Writing: