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Julie Reynolds

Title: Reading

1. State Standard(s):

Math:

3.OA.B.5 - Apply properties of operations as strategies to multiply and divide.

3. OA.C.7 - Fluently multiply and divide within 100

using strategies such as the relationship between multiplication and

division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or

properties of operations.

3.OA.D Solve problems involving the four operations, and identify and explain

patterns in arithmetic.

3.NBT.A Use place value understanding and properties of operations to perform

multi-digit arithmetic. (A range of algorithms may be used.

Writing:

W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with

reasons.

Reading:

W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.

3. Objective(s):

Math:

Monday: SWBAT use doubling to solve facts with at least one even factor

Tuesday: SWBAT use doubling to solve facts with at least one even factor

Wednesday: SWBAT use a number grid to help them identify patterns in multiplication

products

Thursday: SWBAT solve number sentences containing parentheses

Friday: SWBAT solve number sentences using the order of operations

Writing:

Monday: SWBAT determine whether a statement is a fact or an opinion

Tuesday: SWBAT state their opinions on a topic

Wednesday: SWBAT use a tree map to organize reasons that support their opinions

Thursday: SWBAT use transition words and phrases to connect reasons

Friday: SWBAT use math knowledge to complete a SBAC Math Performance Task

Reading:

SWBAT complete a SBAC Performance Task using knowledge of thinking maps as a

framework for writing an informational text.

Math:

Math Journal 2

Whiteboards

Centimeter Cubes

Rectangles

Fact Strategy Wall

Number Grid Poster (With post-its)

Crayons / Colored pencils

Student Reference Books

Number Cards for Name That Number

Shape Cards and ruler for playing Whats My Polygon Rule?

Scientific and four-function calculators

Fact Triangles for Beat the Calculator

Writing:

Agree / Disagree Signs

Fact and Opinion statements

Fact and Opinion cards

This or That Animal Debate by Joan Axelrod-Contrada

Blank paper for students tree maps

List of transition words

Performance task, performance task corea ideas, and performance task rubric

Reading:

Grade 3 Informational Performance Task: Astronauts

Blank paper for students tree maps

Lined paper for students writing

5. Instructional Procedures

Monday - Math, Writing, and Reading

Math / Writing-

8:15 - 8:50 ST Math (Computer Lab)

8:50 - 9:30 Lesson 5-5: Multiplication Facts Strategies - Doubling, Part 1

a. Motivation/Engagement:

SW begin with Mental Math and Fluency:

SW record a helper fact for each given fact and then use the helper fact to

find the answer

3x4=? 6x4=? 8x6=?

SW complete the Math Message with their shoulder partners:

Work with a partner. For an assembly, your class sets up 4 rows with 6

chairs in each row for a total of 24 chairs. Another class sets up 4 more

rows with 6 chairs in each row. Now there are 8 rows of chairs with 6

chairs in each row. How many chairs are there altogether? Use

centimeter cubes and grid paper to show your thinking.

SW review the math Message with their face partners

SW share strategies with the whole class

TW highlight the idea of breaking the 8-by-6 array into two 4-by-6 arrays and

adding 24 + 24 to solve

TW define doubling as adding a number to itself or multiplying a number by 2.

TW explain that doubling results in even numbers

i.e. 24 was doubled to find 48 total chairs

TW explain that students will use doubling to help them solve facts with at least

one even factor

SW practice doubling by using areas of rectangles

TW ask volunteers to demonstrate doubling for the class

SW work with a partner to practice doubling using page 164 from Math Journal 2.

SW work on Math Journal 2, page 166 to review bar graph questions

9:30 - 10:00 Opinion Writing

b. Developmental Activities or Learning Experiences:

SW play Agree or Disagree as a whole group

TW read statements and SW respond to each statement by choosing between the

side of the room labeled Agree and the side labeled Disagree.

SW discuss each statement with a partner

SW discuss (whole group) why some students chose Agree over Disagree

SW complete an exit ticket

SW identify three statements as either a fact or an opinion

SW write one opinion sentence

b. Developmental Activities or Learning Experiences:

SW participate in Math Stations

Station 1 - Math Boxes - SW complete Journal page 126

Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner

Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of

different shapes

Station 4 - ST Math - SW use iPads to work on ST Math

Station 5 - Dancemat Typing - SW practice typing skills for SBAC

Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills

Group 1: Citlali, Omar, Anthony J., Maday, Angel A.

Rounding to the nearest 100 (Question 8)

Group 2: Fernanda C. , Thammachort, Jonathan, Viviana, Anthony J., Steven

Finding the Area (Question 21 and 23)

Reading -

10:30 - 11:15 Performance Task Practice (Whole Group)

TW review Performance Task passages from last week

TW explain the first written response section of the Performance Task

SW focus on identifying key words within each question

SW begin their written responses

SW share their written responses with a partner.

11:45 - 12:37 Specials (P.E.)

12:40 - 1:25 Fast ForWord (Computer Lab)

b. Developmental Activities or Learning Experiences:

SW meet with their Book Clubs groups to read and discuss their books

SW answer questions about their books independently

TW meet with groups to discuss their books

5. Instructional Procedures

Tuesday- Math, Writing, and Reading

Math -

8:15 - 8:50 ST Math (Computer Lab)

8:50 - 9:30 Lesson 5 - 6: Multiplication Facts Strategies: Doubling, Part 2

b .Developmental Activities or Learning Experiences:

SW begin with Mental Math and Fluency

SW solve each fact, then record the rest of the fact family on whiteboards

2x4=? 3 x 4 =? 3x9=?

SW complete the Math Message

Solve Problems 1-3 on journal page 168

SW share math journal responses with their shoulder partners and then volunteers

will share with the whole class

TW explain that students will be figuring out which numbers are doubles in

multiplication facts, so that they can use doubling to solve them

SW discuss how doubling can be used to find the area of Problem 4

SW identify which factor in Problem 4 is a double

TW display 6-by-7 rectangle to model how to break the larger rectangle into

smaller rectangles

SW use page 169 of Math Journal 2 to practice doubling

SW use Multiplication Facts Chart (Journal 2 p. 160) to identify doubles

2 and 4, 3 and 6, 4 and 8

SW work on Math Journal 2, p. 170 to practice creating a bar graph

9:30 - 10:00 Opinion Writing

b. Developmental Activities or Learning Experiences:

SW begin with Fact and Opinion Game

SW be presented statements and they are to determine whether the statement is a

fact or an opinion using their fact/opinion signs

SW discuss each statement with a partner

TW pose the question: Would you rather wrestle an alligator or a black bear?

SW participate in a Mix, Pair, Share and discuss their answer with a partner

SW be chosen to share aloud

TW read pages 8 and 9 of This or That Animal Debate

After reading This or That Animal Debate, SW participate in a Timed, Pair, Share

SW discuss the question: Did this information change your opinion or support

your opinion?

SW participate in creating a tree map to share facts about alligators and bears that they

learned from This or That Animal Debate

b. Developmental Activities or Learning Experiences:

SW participate in Math Stations

Station 1 - Math Boxes - SW complete Journal page 126

Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner

Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of

different shapes

Station 4 - ST Math - SW use iPads to work on ST Math

Station 5 - Dancemat Typing - SW practice typing skills for SBAC

Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills

Comparing Fractions (ST Math - M1G2L3)

3.NF.A Develop understanding of fractions as numbers. (Grade 3

expectations in this domain are limited to fractions with denominators 2,

3, 4, 6, and 8).

Number Patterns (ST Math - M1G4L3)

3.OA.D Solve problems involving the four operations, and identify and

explain patterns in arithmetic.

Reading -

10:30 - 11:15 Performance Task Practice (Whole Group)

b. Developmental Activities or Learning Experiences:

TW review question 2 of the Performance Task

WG identify key words in the question

SW highlight details in the Performance Task sources to help them answer question 2

SW begin writing their responses for question 2

SW participate in a hand up, stand up, pair up and share responses with a partner

11:15 - 11:45 Recess / Lunch

11:45 - 12:37 Specials (Art)

12:40 - 1:25 Fast ForWord (Computer Lab)

b. Developmental Activities or Learning Experiences:

SW meet with their Book Clubs groups to read and discuss their books

SW answer questions about their books independently

TW meet with groups to discuss their books

5. Instructional Procedures

Wednesday - Math, Writing, and Reading

Math -

8:15 - 8:50 ST Math (Computer Lab)

8:50 - 9:30 Lesson 5 - 7: Patterns in Products

b .Developmental Activities or Learning Experiences:

SW begin with Mental Math and Fluency

SW count fractions from 0 wholes to 1 whole, clapping at the halves and

stomping at the wholes.

TW display fractions in standard notation

Count by halves: 0-halves, 1-half (CLAP), 2-halves (STOMP)

Count by fourths: 0-fourths, 1-fourth, 2-fourths (CLAP), 3-fourths, 4-fourths

(STOMP)

Count by eighths: 0-eights, 1-eighth, 2-eighths, 3-eighths, 4-eighths (CLAP),

5-eighths, 6-eighths, 7-eighths, 8-eighths (STOMP)

SW Complete the Math Message

TW display the Number-Grid Poster with post-its

Look at the Number-Grid Poster. Which numbers are covered? Explain to a

partner how you figured them out.

SW share how they determined the covered numbers

TW highlight moving up or down by 10

SW draw a line down the 10s facts column on journal page 173.

TW explain that understanding the number grid can help students identify other patterns

in multiplication products

SW circle all multiples of 5 in one color on journal page 173.

TW explain that multiples are the products of any number and a counting number

Ex) 20 is a multiple of 5 because 5 x 4 =20

SW circle all multiples of 9 in a different color on journal page 173.

SW explain patterns they observe on page 174

SW share observations with a partner, then aloud to the class

SW use the Multiplication/Division Facts table in Student Reference Book (p. 54) to

consider patterns in even and odd products

SW practice recognizing patterns using Journal p. 175

SW work on Journal p. 176 to connect fractions of circles with fractions of hours

b. Developmental Activities or Learning Experiences:

TW review the alligators and bears tree map from yesterday

TW model how to create a tree map to organize ideas for opinion writing

SW create their own tree maps

SW participate in a Stand up - Hand up - Pair up to share their tree maps

b. Developmental Activities or Learning Experiences:

SW participate in Math Stations

Station 1 - Math Boxes - SW complete Journal page 126 and 133

Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner

Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of

different shapes

Station 4 - ST Math - SW use iPads to work on ST Math

Station 5 - Dancemat Typing - SW practice typing skills for SBAC

Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills

Group 1 and 2: 3.OA.B.5 - Apply properties of operations as strategies to multiply

and divide.

Group 1: Viviana, Stephanie, Steven, Maday, Ashley, Darren

3/14/17 Exit Ticket (Doubling)

Group 2: Fernanda, Tyra, Alejandro, Kaeleigh, Brianna, Aylin

3/14/17 Exit Ticket (Doubling)

Reading -

10:30 - 11:15 Performance Task Practice (Whole Group)

b. Developmental Activities or Learning Experiences:

TW review directions for Part 2 of the Performance Task

SW highlight keywords within the Performance Task assignment

SW begin planning and writing their informational article

SW share their plans for their informational articles

11:45 - 12:37 Specials (P.E.) SEMINAR

12:40 - 1:25 Fast ForWord (Computer Lab)

SW meet with their Book Clubs groups to read and discuss their books

SW answer questions about their books independently

TW meet with groups to discuss their books

5. Instructional Procedures

Thursday - Math, Writing, and Reading

Math -

8:10 - 9:00 Science with Mr. Barishman

9:00 - 9:30 Lesson 6-8: Number Sentences with Parentheses

b .Developmental Activities or Learning Experiences:

SW begin with Mental Math and Fluency

SW mentally solve equations

6x2=? 4x5=? 3x3=?

6x6=? 100 / 10 = ? 3 x 6 = ?

42 / 7 = ? 8x7=? 32 / 8 = ?

SW complete the Math Message

Read the sentences below. How many meanings can you find for each? Discuss

the meanings you find with a partner.

Nina fed Tom the gray cat.

My sister Tess and Kumar are going to the park.

SW discuss meanings of each sentence with their shoulder partner

SW share meanings aloud

TW explain that number sentences can be interpreted in more than one way, and

parentheses are used to make the intended meaning clear

TW explain that parentheses indicate which parts of a number sentence go together

TW model solving number sentences with parentheses

(25 - 8) + 7 = ? 25 - ( 8 + 7 ) = ?

SW discuss how the number sentences are alike and different

TW explain the different placement of parentheses in each number sentence

SW practice solving number sentences with parentheses on their whiteboards

53 - (17 + 13) = ? ? = (17 - 8) x 3

48 = 68 - (4 x 5 ) (12 + 38) - 15 = 35

SW discuss how they solved the problems with their shoulder partners

TW ask: What do the parentheses indicate when they appear in a number sentence?

TW display number sentences with missing parentheses

SW work independently to solve the number sentences, then share with a partner

SW practice solving number sentences with parentheses using journal page 207

SW review the rules for Name That Number in Student Reference Book p. 249 - 250

TW model Name That Number with the class

SW play Name that Number

SW explain to their partners how parentheses change the way we interpret number

sentences

***Whats My Polygon Rule

b. Developmental Activities or Learning Experiences:

TW review bear vs. alligator facts

TW model how to create a tree map to organize ideas for opinion writing

SW create their own tree maps

SW participate in a Stand up - Hand up - Pair up to share their tree maps

b. Developmental Activities or Learning Experiences:

SW participate in Math Stations

Station 1 - Math Boxes - SW complete Journal page 133

Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner

Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of

different shapes

Station 4 - ST Math - SW use iPads to work on ST Math

Station 5 - Dancemat Typing - SW practice typing skills for SBAC

Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills

Group 1: Stephanie

Multiplication M1G4L2

Group 2: Anthony J., Angel A., Kaeleigh

Area and Perimeter M1G4L2

Reading -

10:30 - 11:15 Performance Task Practice (Whole Group)

b. Developmental Activities or Learning Experiences:

TW review Remember points in the performance task

TW review revising and editing

SW continue working on their drafts

Students who finish writing their drafts may begin revising and editing

11:45 - 12:37 Specials (Library)

12:40 - 1:25 Evaluate (Computer Lab)

SW meet with their Book Clubs groups to read and discuss their books

SW answer questions about their books independently

TW meet with groups to discuss their books

5. Instructional Procedures

Friday - Math, Writing, and Reading

Math -

8:15 - 9:00 SBAC Writing Prep (Computer Lab)

8:50 - 9:30 Lesson 6 - 10: Order of Operations

b .Developmental Activities or Learning Experiences:

SW complete Mental Math and Fluency

SW solve equations mentally

(5 x 1) - 5 = ? 8 + (2 x 2) = ?

(6+4)x2=? (5 x 3) + 15 = ?

40 - ( 5 x 2 ) = ? 100 + ( 10 x 10 ) = ?

SW use Math Journal 2 p. 211 to complete the Math Message

With a partner, read and solve the Math Message problems on journal page 211.

Discuss your answers

TW call on volunteers to share their responses with the class

TW explain the order of operations

These rules tell us what to do first and what to do next so that everyone solves

multi-step problems in the same order

TW explain that students will learn and apply the order of operations

SW turn to page 69 in the Student Reference Books

TW guide students through page 69

TW display an equation and ask students to identify operations

3 + 4 x 2 = ? (addition, multiplication)

TW pose different number sentences so students can practice using the Order of

Operations

TW distribute a scientific calculator and a four-function calculator to each group

SW enter the number sentence 6 + 5 x 3 into each calculator and discuss the results

Sw work with a partner to solve the number sentences on journal page 212

SW turn to page 237 in their student reference books to read how to play Beat the

Calculator

SW use fact triangles to play Beat the Calculator in groups of three

b. Developmental Activities or Learning Experiences:

TW discuss performance tasks and SBAC

TW review the Performance Task and Core Ideas

As a whole group, we will identify key words

With a partner, SW complete the Performance Task and discuss each step

SW discuss which parts of a performance task are most important to focus on

b. Developmental Activities or Learning Experiences:

SW participate in Math Stations

Station 1 - Math Boxes - SW complete Journal page 133

Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner

Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of

different shapes

Station 4 - ST Math - SW use iPads to work on ST Math

Station 5 - Dancemat Typing - SW practice typing skills for SBAC

Small Groups - Meet the Teacher - SW meet with teacher to work on Evaluate skills

Meet with Ms. Ts groups

Group 1: Alex, Thammachort, Dayana, Brianna, Steven, Tyra

Equivalent Fractions (Jan. Question 12)

Group 2: Ariana, Francisco, Darren, Aylin, Jeanette

Area/Distributive Property (Jan. Question 22)

Reading -

10:30 - 11:15 Performance Task Practice (Whole Group)

b. Developmental Activities or Learning Experiences:

TW revisit revising and editing

SW continue writing the final draft of their informational article

SW share their informational articles with a partner

11:45 - 12:37 Specials (Music)

12:40 - 1:25 Evaluate (Computer Lab)

SW meet with their Book Clubs groups to read and discuss their books

SW answer questions about their books independently

TW meet with groups to discuss their books

Monday:

Math - TW use circulation and observation to formatively assess students, as well as

completed math journal pages

Reading - Students completed written responses from part of their performance task.

Writing - TW use students exit tickets as a formative assessment

Tuesday:

Math - Observation and student participation will serve as a formative assessment

Reading - Students identification of keywords within their passages as well as

completed written responses

Writing - Student participation and peer discussion will serve as a formative assessment

Wednesday:

Math - Student participation and completed math journals will serve as a formative

assessment

Reading - TW use circulation and observation as well as students plans for their

informational writing as a formative assessment.

Writing - Students completed tree maps

Thursday:

Math - Student discussion, participation, and completed math journal pages will serve as

a formative assessment

Reading - TW use students completed drafts as a formative assessment

Writing - TW use observation as well as students writing to assess students

Friday:

Math - TW use circulation and observation to formatively assess students throughout

tasks

Reading - TW use students final drafts as well as participation and discussion to serve

as a formative assessment

Writing - Completed Performance Task

8. Homework Assignment:

Monday:

Math - Math Masters - Page 167

Reading - How to Be a Good Friend

Tuesday:

Math - Math Masters - Page 172

Reading - Caring for your Teeth

Wednesday:

Math - Math Masters - Page 174

Reading - Monarch Butterflies

Thursday:

Math - Math Masters - Page 207

Reading - Ice Cream: The Best Treat of All

Friday:

None

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