Week 32 Lesson Plans Math 4-13-15 To 4-17-15
Week 32 Lesson Plans Math 4-13-15 To 4-17-15
Week 32 Lesson Plans Math 4-13-15 To 4-17-15
Math
Supporting Unit #:
3
Teacher:
Grade:
Hogan, La Tour, Pope, Morris,
Woods
perimeters.
mathematics educators at all levels should seek to develop in their students. These
practices rest on important processes and proficiencies with longstanding importance
in mathematics education.
This section provides examples of learning experiences for this unit that support the
development of the proficiencies described in the Standards for Mathematical Practice.
The statements provided offer a few examples of connections between the Standards
for Mathematical Practice and the Content Standards of this unit. The list is not
exhaustive and will hopefully prompt further reflection and discussion.
1. Make sense of problems and persevere in solving them. Students make sense
of problems involving rounding, addition and subtraction.
2. Reason abstractly and quantitatively. Students demonstrate abstract reasoning
by connecting quantity to the relative magnitude of digits in numbers to 1000.
3. Construct viable arguments and critique the reasoning of others. Students
construct and critique arguments regarding mental math strategies focusing on
multiplication strategies..
4. Model with mathematics. Students are asked to use Base Ten blocks to model
various understandings of place value and value of a digit. They record their
thinking using words, pictures, and numbers to further explain their reasoning.
5. Use appropriate tools strategically. Students utilize a number line to assist
with rounding, addition, and subtraction and fractions.
6. Attend to precision. Students attend to the language of real-world situations to
determine appropriate ways to organize data.
7. Look for and make use of structure. Students relate the structure of the Base
Ten number system to place value and relative size of a digit. They will use
this understanding to add, subtract, and estimate.
8. Look for and express regularity in repeated reasoning. Students relate the
properties and understanding of addition to subtraction situations
McGraw Hill Math Books, pencils, paper, dry erase boards, worksheets from math
book, Promethean Board, Online at www.connected,mcgraw-hill.com flip charts and
videos
Essential Question(s)
Telling Time
Have students do provided worksheet from GOFAR with examples of the Math work
for the GA Milestones test we will be giving in 3 weeks. Todays topic is measurement
and data.
Engagement or
Pre-Instructional Activity
Work Period:
(55 minutes)
We will be working with the other 3rd Grade classes and making stations(each with
their different standards) for the students to work in differentiated by ability groups in
each classroom. We will be using 11/2 hr class time for math each day this week.
Standards we are working on were determined from data and IDMS on the results of
the practice Ga Milestones Math test.
Closing:
(10 minutes)
Extended Learning Activity Have the students read about Money Around the World pg. 31-32 of the Real World
Problem Solving Readers. Have students explain how they can use graphs in
everyday situations. Have them complete pg. 31 in the teacher practice book. Real
World Problem Solving Readers Teacher Edition.
Formative Assessment(s)
Summative Assessment(s) Independent practice and homework will be observed and checked for understanding.
Subject:
Math
Number of Days for Lesson
Supporting Unit #:
3
Tuesday(1 day)
Standard(s)
See Monday
See Monday
Teacher:
Grade:
Hogan, Pope, LaTour, Woods,
Morris
McGraw Hill Math Books, pencils, paper, dry erase boards, worksheets from math
book, Promethean Board, Online at www.connected,mcgraw-hill.com flip charts
Essential Question(s)
See Monday
Differentiate Instruction to Meet the Needs of All Learners by Process, Product, or Content
Opening:
(10 minutes)
Engagement or
Pre-Instructional Activity
Work Period:
(55 minutes)
We will be working with the other 3rd Grade classes and making
stations(each with their different standards) for the students to work in
differentiated by ability groups in each classroom. We will be using 11/2 hr
class time for math each day this week. Standards we are working on
were determined from data and IDMS on the results of the practice Ga
Milestones Math test.
Closing:
(10 minutes)
Extended Learning
Activity
Have the students read the extended reading Populations on the Rise of
Math Real Problem Solving Readers provided at the beginning of the year.
Have students write the answers to the questions on the last page of the
book. Encourage students to write their responses and explain them to
one another.
Formative Assessment(s) .
Summative
Assessment(s)
Subject:
Math
Number of Days for Lesson
Standard(s)
Supporting Unit #:
3
Teacher:
Mary K. Hogan
Grade:
Wednesday (1 day)
See Monday
McGraw Hill Math Books, pencils, paper, dry erase boards, worksheets from math
book, Promethean Board, Online at connected,mcgraw-hill.com flip charts
See Monday
Differentiate Instruction to Meet the Needs of All Learners by Process, Product, or Content
Opening:
(10 minutes)
Have students do provided worksheet from GOFAR with examples of the Math work
for the GA Milestones test we will be giving in 3 weeks. Todays topic is
measurement and data.
Engagement or
Pre-Instructional Activity
Work Period:
(55 minutes)
We will be working with the other 3rd Grade classes and making stations(each with
their different standards) for the students to work in differentiated by ability groups in
each classroom. We will be using 11/2 hr class time for math each day this week.
Standards we are working on were determined from data and IDMS on the results of
the practice Ga Milestones Math test.
Closing:
(10 minutes)
Extended Learning Activity Have the students read Making a Budget of Real World Problem Solving Readers
that were provided at the beginning of the school year. Have the students answer the
questions on the last page of the book. Have them write also about places they have
been.
Formative Assessment(s)
Summative Assessment(s) Teachers will observe the work being completed in class. Homework will be collected
and graded.
Subject:
Math
Number of Days for Lesson
Standard(s)
Supporting Unit #:
1
Teacher:
Mary K. Hogan
Grade:
Thursday (1 day)
See Monday
See Monday
McGraw Hill Math Books, pencils, paper, dry erase boards, worksheets from math
book, Promethean Board, Online at connected.mcgraw-hill.com flip charts and videos.
Essential Question(s)
See Monday
Differentiate Instruction to Meet the Needs of All Learners by Process, Product, or Content
Opening:
(10 minutes)
Engagement or
Pre-Instructional Activity
Work Period:
(55 minutes)
Have students do provided worksheet from GOFAR with examples of the Math work
for the GA Milestones test we will be giving in 3 weeks. Todays topic is
measurement and data.
Discuss several of the concepts we have learned this week.
We will be working with the other 3rd Grade classes and making stations(each with
their different standards) for the students to work in differentiated by ability groups in
each classroom. We will be using 11/2 hr class time for math each day this week.
Standards we are working on were determined from data and IDMS on the results of
the practice Ga Milestones Math test.
Closing:
(10 minutes)
Extended Learning Activity Have the students read Think About it Margaret Knight in the Real World Problem
Solving Readers provided at the beginning of the year. Have students explain how
they can use graphs in everyday situations.
Formative Assessment(s)
Summative Assessment(s) Check the work they did in class and grade their homework.
Subject:
Math
Supporting Unit #:
1
Teacher:
Mary K. Hogan
Grade:
See Monday
See Monday
McGraw Hill Math Books, pencils, paper, dry erase boards, worksheets from math
book, Promethean Board, Online at connected,mcgraw-hill.com flip charts
Essential Question(s)
See Monday
Differentiate Instruction to Meet the Needs of All Learners by Process, Product, or Content
Opening:
We will start each group with practice problems from the GA Milestones test.
(10 minutes)
Engagement or
Pre-Instructional Activity
Work Period:
(55 minutes)
We will be working with the other 3rd Grade classes and making stations (each with
their different standards) for the students to work in differentiated by ability groups in
each classroom. We will be using 11/2 hr class time for math each day this week.
Standards we are working on were determined from data and IDMS on the results of
the practice Ga Milestones Math test.
Closing:
(10 minutes)
Ask the students about working word problems and why are they necessary? Are
they helpful? Have them do a ticket out the door with two different things they learning
in compacting this week.
Formative Assessment(s)
Summative Assessment(s) Observing students as they complete their work.