Third graders will receive a sound basis in math, including basic numeration—place value, adding, subtracting, and patterns—then moving into multiplication, division, fractions and their relationship to decimals, geometry, measurement in the customary as well as metric systems, and probability. They will have a good grounding in number sense and skills, readying them for fourth grade math. They should be exposed to as many real-life situations as possible, engage in as many hands-on activities as possible, and relate their math to other subjects whenever possible.
Unit 1. Numeration
Informational Knowledge Objectives
Students will know:
1. How to use a place value chart to find the value of a digit in a number.
2. How to write a number in standard, expanded, and word form.
3. How to order numbers using the appropriate symbol.
4. The definition of ordinal number.
5. How to count and add money.
6. How to make change for a given amount of money.
Problem-Solving Strategy:
-How to make an organized list to help solve a problem.
Procedural Knowledge Objectives
Students will be able to(SWBAT):
1. use a place value chart to find the value of a digit in a number.
2. write a number in standard, expanded, and word form.
3. order numbers using the appropriate symbol.
4. define ordinal number.
5. count and add money.
6. make change for a given amount of money.
Problem-Solving Strategy:
-make an organized list to help solve a problem.
Unit 2. Adding Whole Numbers
Informational Knowledge Objectives
Unit 2A: Place value, Properties of Addition, Estimation
Students will know:
1. How to use a place value chart to find the value of a digit in a number.
2. How to write a number in standard, expanded, and word form.
3. The commutative, identity, and associative properties of addition.
4. How to order numbers using appropriate symbols.
5. How to use a 100’s chart to add, using mental math.
6. How to use a number line or place value to round up or down.
7. How to use rounding to estimate sums.
Unit 2B: Adding 2- and 3-Digit Numbers
Students will know:
1. How to know when to regroup to add 2-digit or 3-digit numbers.
2. How to estimate to check an answer.
Problem-Solving Strategy:
-How to draw a picture to help solve a problem.
Procedural Knowledge Objectives
Unit 2A: Place value, Properties of Addition, Estimation
SWBAT:
1. use a place value chart to find the value of a digit in a number.
2. write a number in standard, expanded, and word form.
3. Demonstrate the use of commutative, identity, and associative properties of addition.
4. order numbers using appropriate symbols.
5. use a 100’s chart to add, using mental math.
6. use a number line or place value to round up or down.
7. use rounding to estimate sums.
Unit 2B: Adding 2- and 3-Digit Numbers
SWBAT:
1. identify the appropriate type of problem that calls for regrouping to add 2-digit or 3-digit numbers.
2. estimate to check an answer.
Problem-Solving Strategy:
-draw a picture to help solve a problem.
Unit 3. Subtraction Number Sense
Informational Knowledge Objectives
Unit 3A: Subtraction
Students will know:
1. How to use a fact family to show how addition and subtraction are related.
2. How to use a fact family to find a missing number.
3. How to use a 100’s chart to subtract, using a combination of 10’s and memorized addition facts.
4. How to use mental math to subtract (without using a 100’s chart)
5. How to use compatible numbers (those that are close and easy to work with) to estimate differences.
Unit 3B: Subtracting Whole Numbers to Solve Problems
Students will know:
1. How to regroup to solve 2-digit subtraction problems.
2. How to regroup to solve 3-digit subtraction problems.
3. How to subtract across zeros.
Problem-Solving Strategy:
-How to draw a picture, then use it to write a number sentence.
Procedural Knowledge Objectives
Unit 3A: Subtraction
SWBAT:
1. use fact families to show how addition and subtraction are related.
2. use fact families to find missing numbers.
3. use a 100’s chart to subtract, using a combination of 10’s and memorized addition facts.
4. use mental math to subtract (without using a 100’s chart)
5. use compatible numbers (those that are close and easy to work with) to estimate differences.
Unit 3B: Subtracting Whole Numbers to Solve Problems
SWBAT:
1. regroup to solve 2-digit subtraction problems.
2. regroup to solve 3-digit subtraction problems.
3. subtract across zeros.
Problem-Solving Strategy:
-draw a picture, then use it to write a number sentence.
Unit 4. Multiplication Meanings and Facts
Informational Knowledge Objectives
Unit 4A: Multiplication as Repeated Addition
Students will know:
1. How to use manipulatives to group numbers into equal sets.
2. that the commutative property applies to multiplication as well as addition.
3. How to recognize the phrases “two times as many” “twice as many” , “ ten times as many”, etc., as another way to describe a multiplication problem.
4. How to rearrange equal groups into arrays.
Problem-Solving Strategy:
-How to write an explanation of a problem using words, pictures, numbers, and or symbols to help solve that problem.
Unit 4B: Multiplying with Factors
Students will know:
1. How to use patterns to multiply by factors of the numbers 2-12.
2. How to break an array into known parts in order to multiply (and add) those parts
3. How to use the identity property of multiplication and zero property of multiplication to solve multiplication problems.
4. How to multiply with 3 factors.
Problem-Solving Strategies:
-How to solve a two-step problem by identifying the steps needed, then answering them in order.
-How to answer hidden questions in a problem in order to solve that problem.
Procedural Knowledge Objectives
Unit 4A: Multiplication as Repeated Addition
SWBAT:
1. use manipulatives such as counters or tiles to group numbers into equal sets.
2. Explain how the commutative property applies to multiplication as well as addition.
3. recognize the phrases “two times as many” “twice as many” , “ ten times as many”, etc., as another way to describe a multiplication problem.
4. rearrange equal groups into arrays.
Problem-Solving Strategy:
-write an explanation of a problem using words, pictures, numbers, and or symbols to help solve that problem.
Unit 4B: Multiplying with Factors: 2, 5, 9, 10
SWBAT:
1. use patterns to multiply by 2, 5, 10, and 9.
2. break an array into known parts in order to multiply (and add) those parts
3. use the identity property of multiplication and zero property of multiplication to solve multiplication problems.
4. multiply with 3 factors.
Problem-Solving Strategies:
-solve a two-step problem by identifying the steps needed, then answering them in order.
-answer hidden questions in a problem in order to solve that problem.
Unit 5: Division Meanings
Informational Knowledge Objectives
Unit 5A: Division as Sharing
Students will know:
1. That division is an operation that is used to find how many equal groups of equal numbers are in a larger group.
2. How to determine the remainder of a division problem.
3. That division is repeated subtraction.
4. How to write a division story (problem using written description).
Unit 5B: Division Facts
Students will know:
1. That arrays show both multiplication and division.
2. That multiplication and division are opposite operations within a fact family.
3. How to use fact families with the multiplication facts of 2, 3, 4, and 5 to help find division facts.
4. How to use fact families with the multiplication facts of 6, 7, 8, and 9 to help find division facts.
5. The rules for dividing with 1 and zero.
Procedural Knowledge Objectives
Unit 5A: Division as Sharing
SWBAT:
1. Divide a large group into smaller groups of equal numbers.
2. determine the remainder of a division problem.
3. Demonstrate that division is repeated subtraction.
4. write a division story (problem using written description).
Unit 5B: Division Facts
SWBAT:
1. use arrays to division problems.
2. Use fact families to show that multiplication and division are opposite operations.
3. use fact families with the multiplication facts of 2, 3, 4, and 5 to help find division facts.
4. use fact families with the multiplication facts of 6, 7, 8, and 9 to help find division facts.
5. Demonstrate the rules for dividing with 1 and zero through working problems.
Unit 6. Patterns and Relationships
Informational Knowledge Objectives
Students will know:
1. How to identify a repeating pattern, and find the section that repeats.
2. How to extend a table of repeating numbers.
3. How to write math rules for number patterns in a function table.
4. How to translate a word problem to a numerical expression.
5. How to use a table to extend a block tower pattern.
6. The difference between a numerical expression and equation .
7. The difference between an equation and an inequality, and how to use the proper symbols for each.
Problem-Solving Strategies:
-How to make a table or a timeline to solve a problem.
-How to act out a problem using representative objects, then use reasoning to check for accuracy.
Procedural Knowledge Objectives
SWBAT:
1. identify a repeating pattern, and find the section that repeats.
2. extend a table of repeating numbers.
3. write math rules for number patterns in a function table.
4. translate a word problem to a numerical expression.
5. use a table to extend a block tower pattern.
6. Differentiate between a numerical expression and an equation .
7. Differentiate between an equation and an inequality, and use the proper symbols for each.
Problem-Solving Strategies:
-make a table or a timeline to solve a problem.
-act out a problem using representative objects, then use reasoning to check for accuracy.
Unit 7. Solids and Shapes
Informational Knowledge Objectives
Students will know:
1. How to identify solid shapes
2. The components of solid shapes—vertex, base, edge, and face.
3. How to identify a 3-D shape from its “net” (2-D representation)
4. How to identify points, lines, and line segments.
5. The definitions of “intersection” and “parallel”.
6. How to identify a ray and an angle.
7. How to identify acute, right, and obtuse angles.
8. The definition of perpendicular.
9. The definition of polygon.
10. How to classify triangles using the length of their sides and the size of their angles.
11. The definitions of various types of quadrilaterals, such as trapezoid, rhombus, and parallelogram.
Procedural Knowledge Objectives
SWBAT:
1. Name solid shapes
2. List and label the components of solid shapes—vertex, base, edge, and face.
3. Recognize a 3-D shape from its “net” (2-D representation)
4. identify points, lines, and line segments.
5. define “intersection” and “parallel”.
6. identify a ray and an angle.
7. identify acute, right, and obtuse angles.
8. define perpendicular.
9. define polygon.
10. classify triangles using the length of their sides and the size of their angles.
11. Define the various types of quadrilaterals, such as trapezoid, rhombus, and parallelogram.
Unit 8. Congruence and Symmetry
Informational Knowledge Objectives
Students will know:
1. The definition of congruent
2. The common names for translation, reflection, and rotation (slide, flip, and turn)
3. The differences between translation, reflection, and rotation.
4. The definition of symmetry.
5. That figures can have one or more lines of symmetry, or none.
6. How to draw symmetrical shapes.
Procedural Knowledge Objectives
SWBAT:
1. define congruent
2. properly use the common names for translation, reflection, and rotation (slide, flip, and turn)
3. differentiate between translation, reflection, and rotation, and draw examples of each.
4. define symmetry.
5. Draw lines of symmetry on various types of figures, including those that have none.
6. draw symmetrical shapes.
Unit 9. Fractions
Informational Knowledge Objectives
Students will know:
1. That fractions show a part of a whole.
2. That the parts of a fraction all have to be equal to each other in size but not necessarily equal in shape.
3. How to find the parts of a fraction represented by pictures.
4. The definitions of numerator and denominator
5. How to find fractional parts of a set.
6. How to estimate fractions using “benchmarks”.
7. How to find equivalent fractions.
8. How to find the simplest form of a fraction.
9. How to use a model to compare fractions.
10. The definition of mixed numbers.
11. How to find fractions on a number line, including mixed numbers.
12. How to use models to add and subtract fractions.
Problem-Solving Strategy:
-How to make a table and look for a pattern to solve problems.
Procedural Knowledge Objectives
SWBAT:
1. Explain that fractions show a part of a whole.
2. Explain that the parts of a fraction all have to be equal to each other in size but not necessarily equal in shape.
3. find the parts of a fraction represented by pictures.
4. define numerator and denominator.
5. find fractional parts of a set.
6. estimate fractions using “benchmarks”.
7. find equivalent fractions.
8. find the simplest form of a fraction.
9. use a model to compare fractions.
10. define “mixed numbers”.
11. find fractions on a number line, including mixed numbers.
12. use models to add and subtract fractions.
Problem-Solving Strategy:
-make a table and look for a pattern to solve problems.
Unit 10. Decimals and Money
Informational Knowledge Objectives
Students will know:
1. That decimals are another way to write fractions.
2. The function of and proper use of a decimal point.
3. How American money is based on the decimal system.
4. How to add and subtract money.
Problem-Solving Strategy:
-How to identify missing or extra information in order to correctly solve a problem.
Procedural Knowledge Objectives
SWBAT:
1. Explain how decimals are another way to write fractions.
2. Place the decimal point properly to denote tenths and hundredths places.
3. Explain how American money is based on the decimal system.
4. Add and subtract money.
Problem-Solving Strategy:
-Choose the information needed to correctly solve a problem.
Unit 11. Measurement
Informational Knowledge Objectives
Unit 11A: Customary Measurement
Students will know:
1. How to measure objects using inches, feet, yards, and miles.
2. How to measure fractions of an inch.
3. How to convert one unit of length to another.
4. How to measure capacity using cups, pints, quarts, and gallons.
5. How to convert one unit of capacity to another.
6. How to choose the best unit for measuring a given volume.
7. How to measure weight using ounces, pounds, and tons.
8. How to choose the best unit for measuring a given weight.
9. How to convert one unit of weight to another.
Unit 11B: Metric Measurement
Students will know:
1. How to measure objects using cm, dm, and km.
2. How to estimate to the closest cm.
3. How to convert from one metric unit of length to another.
4. How to measure capacity using ml and liters.
5. How to convert ml to liters and vice versa.
6. How to choose the best metric unit for measuring a given volume.
7. How to measure mass (weight) using grams and kilograms.
8. How to choose the best metric unit for measuring a given mass.
9. How to convert grams to kg and vice versa.
Procedural Knowledge Objectives
Unit 11A: Customary Measurement
SWBAT:
1. measure objects using inches, feet, yards, and miles.
2. measure fractions of an inch.
3. convert one unit of length to another.
4. measure capacity using cups, pints, quarts, and gallons.
5. convert one unit of capacity to another.
6. choose the best unit for measuring a given volume.
7. measure weight using ounces, pounds, and tons.
8. choose the best unit for measuring a given weight.
9. convert one unit of weight to another.
Unit 11B: Metric Measurement
SWBAT:
1. measure objects using cm, dm, and km.
2. estimate to the closest cm.
3. convert from one metric unit of length to another.
4. measure capacity using ml and liters.
5. convert ml to liters and vice versa.
6. choose the best metric unit for measuring a given volume.
7. measure mass (weight) using grams and kilograms.
8. choose the best metric unit for measuring a given mass.
9. convert grams to kg and vice versa.
Unit 12. Geometry
Informational Knowledge Objectives
Students will know:
1. The definition of perimeter.
2. How to find the perimeter of a figure by counting unit segments and by adding lengths of sides.
3. That different shapes can have the same perimeter.
4. The definition of area.
5. How to find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
6. How to estimate and measure area, including figures with partial units.
7. The definition of volume.
8. How to find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
Problem-Solving Strategies:
-How to “try, check, and revise”—make a best guess as to how to answer a question, try it, then try again if it doesn’t work.
-How to set up and solve a similar but simpler problem in order to solve a more complex problem.
Procedural Knowledge Objectives
SWBAT:
1. define perimeter.
2. find the perimeter of a figure by counting unit segments and by adding lengths of sides.
3. Draw different shapes that have the same perimeter.
4. define area.
5. find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
6. estimate and measure area, including figures with partial units.
7. define volume.
8. find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
Problem-Solving Strategies:
-Use the “try, check, and revise”—make a best guess as to how to answer a question, try it, then try again if it doesn’t work.
-set up and solve a similar but simpler problem in order to solve a more complex problem.
Unit 13. Time and Temperature
Informational Knowledge Objectives
Students will know:
1. when to use “a.m.” and “p.m.”
2. the units of time—seconds, minutes, hours, days, week, years
3. how to describe the time of day four ways—using digits, “half past”, “quarter to” or
4. “quarter past”, or “ ____ to __:00”
5. how to read and write Roman numerals.
6. How to tell time to the nearest minute.
7. How to convert between units of time.
8. How to calculate elapsed time
9. How to determine both degrees Fahrenheit and degrees Celsius on a thermometer.
10. How to determine “relative temperature” to make decisions concerning outdoor activities.
Problem-Solving Strategies:
-How to work backwards from known information to understand and solve problems.
Procedural Knowledge Objectives
SWBAT:
1. use “a.m.” and “p.m.” when writing time of day.
2. Explain how the units of time—seconds, minutes, hours, days, week, years—are related.
3. describe the time of day four ways—using digits, “half past”, “quarter to” or “quarter past”, or “ ____ to __:00”
4. read and write Roman numerals.
5. tell time to the nearest minute.
6. convert between units of time.
7. calculate elapsed time
8. determine both degrees Fahrenheit and degrees Celsius on a thermometer.
9. determine “relative temperature” to make decisions concerning outdoor activities.
Problem-Solving Strategies:
-work backwards from known information to understand and solve problems.
Unit 14: Multiplying and Dividing Greater Numbers
Informational Knowledge Objectives
Unit 14A: Multiplying Greater Numbers
Students will know:
1.how to use mental math with multiples of 10 to answer multiplication problems.
2.How to estimate products.
3.How to use arrays and blocks to illustrate multiplication of big numbers.
4.How to use the distributive property and mental math to find the products of greater numbers.
5.How to regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then add.)
Unit 14B: Dividing with 1-Digit Numbers
Students will know:
1.how to use powers of 10 to help find quotients.
2.How to estimate quotients using division facts and mental math.
3.How to draw symbols to represent greater numbers, then use place value to help divide.
4.How to use the traditional division algorithm.
5.The definition of remainder.
Problem-Solving Strategies:
-How to find and solve hidden questions, then use those answers to solve the original problem (multiple-step problems).
Procedural Knowledge Objectives
Unit 14A: Multiplying Greater Numbers
SWBAT:
1.use mental math with multiples of 10 to answer multiplication problems.
2.estimate products.
3.Use arrays and blocks to illustrate multiplication of big numbers.
4.Use the distributive property and mental math to find the products of greater numbers.
5.regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then add.)
Unit 14B: Dividing with 1-Digit Numbers
SWBAT:
1.use powers of 10 to help find quotients.
2.estimate quotients using division facts and mental math.
3.draw symbols to represent greater numbers, then use place value to help divide.
4.Calculate using the traditional division algorithm.
5.Define “remainder”.
Problem-Solving Strategies:
-find and solve hidden questions, then use those answers to solve the original problem (multiple-step problems).
Unit 15. Data, Graphs, and Probability
Informational Knowledge Objectives
Students will know:
1. how to organize and record information taken from a survey, focusing on representation of numbers with tally marks.
2. How to read pictographs and bar graphs.
3. How to create a pictograph.
4. How to create a bar graph.
5. The definition of ordered pair and coordinate grid.
6. How to plot points on a coordinate grid.
7. How to read and create a line graph.
8. The definitions of “event” and “outcome”.
9. The difference between impossible, not likely, likely, and certain, and how to locate each on a number line.
10. How to compare chances of an event happening.
11. How to read and create a line plot.
12. How to use tables and graphs to draw conclusions.
Procedural Knowledge Objectives
SWBAT:
1. organize and record information taken from a survey, focusing on representation of numbers with tally marks.
2. read pictographs and bar graphs.
3. create a pictograph.
4. create a bar graph.
5. define ordered pair and coordinate grid.
6. plot points on a coordinate grid.
7. read and create a line graph.
8. define “event” and “outcome”.
9. differentiate between impossible, not likely, likely, and certain, and illustrate each on a number line.
10. compare chances of an event happening.
11. read and create a line plot.
12. use tables and graphs to draw conclusions.
Weekly Informational Knowledge Overview - (Students will know...)
Setting of Rules and standards
Distribution of books
Getting to know each other
Importance of Math
Weekly Procedural Knowledge Overview - (Students will be able to...)
Set standards and rules in the classroom
Distribute books and resources needed for learning
Understand the concepts and skills to learn and love learning Math
Read and write numbers using the place value chart
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Set standards and rules in the classroom
Language Objective:
Identify the set rules to follow in class
Main Activity:
General Orientation with the school administration.
Getting to know activities with the whole elementary students.
Evaluation:
Introduce oneself to 3 new students
Vocabulary:
Homework:
Learning Objective:
Set standards and rules in the classroom
Distribute books and resources needed for learning
Language Objective:
Name responsibility with the given books
Main Activity:
Setting of classroom rules, standards and topic to study for the school year
Distribution of books and assigning responsibilities
Math games for review.
Evaluation:
Identify the standards to follow
Vocabulary:
Homework:
Learning Objective:
Read and write numbers using the place value chart
Understand the concepts and skills to learn and love learning Math
Language Objective:
Understand the concepts and skills to learn and love learning Math
Main Activity:
Introduce concepts and skills learned in Math
Importance of math and its relevance to daily activities and things around us.
Name different process skills needed to learn and master Math.
Breaking mindsets of having Math as a hard subject.
Introduce the concept of numbers and numeration using realia, concrete materials to number line to abstract math using mental math tricks.
Evaluation:
Have them use place value charts and write / identify numbers
Vocabulary:
place value chart, digits, value, infinite, number line, periods, counters, accurate and exact
Homework:
Learning Objective:
Read and write numbers using the place value chart
Language Objective:
Understand the concepts and skills to learn and love learning Math
Main Activity:
Using counters fill up a place value chart. Relate the vocabulary words like numerals, digits, place value, value
Introduce how to read and write numbers.
Provide place value pictures to be able to name and count numbers.
Evaluation:
Provide worksheets to identify numbers and place them in the place value chart.
Vocabulary:
place value chart, digits, value, infinite, number line, periods, counters, accurate and exact
Homework:
Learning Objective:
Read and write numbers using the place value chart
Language Objective:
Understand the concepts and skills to learn and love learning Math
Main Activity:
Game: reading and writing numbers using place value chart and counting blocks.
Introduce the different ways to write numbers – standard, word , pictures, number blocks and expanded form
Using the place value chart read and write the given numbers and its value and how to write it in standard, expanded and using counters.
Evaluation:
Provide activities using their mini boards.
Vocabulary:
place value chart, digits, value, infinite, number line, periods, counters, accurate and exact
Homework:
Materials / Resources (including technology)
Mini boards , markers, Textbooks, Place value charts
State of Minnesota Standards Covered
3.1.1.1 Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks.
3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones.
Weekly Informational Knowledge Overview - (Students will know...)
Represents numbers using place value charts
Write numbers in standard form , word form and expanded form
Identify the place value and value of a number
Compare and order numbers
Use place value to round off numbers
Weekly Procedural Knowledge Overview - (Students will be able to...)
Read and write numbers in standard form, expanded form and word form
Identify the place value and value of a number
Use periods in reading and writing numbers
Arrange numbers from greatest to least and vice versa
State the rule in rounding off numbers
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Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Read and write numbers in standard form, expanded form and word form
Language Objective:
Read and write numbers in standard form, expanded form and word form
Main Activity:
Present numbers and ask if they can read the large number. Have them identify the place value and value of each number.
Introduce the concept of how to read and write numbers, no matter how large the number is by using its periods we can easily read and write them.
Present lesson in their book and have them read words and write them to standard and expanded form
Evaluation:
Use a place value chart and read and write numbers in different ways.
Vocabulary:
Place value, periods, thousands, millions, standard form, word form, expanded form, Less than, greater than, equal
Homework:
Answer the worksheet practice at home
Learning Objective:
Read and write numbers in standard form, expanded form and word form
Use periods in reading and writing numbers
Language Objective:
Read and write numbers in standard form, expanded form and word form
Main Activity:
Present the problem of the day and have them answer it. Ask how they came up with the answer.
Present the place value using millions period and how to read and write the number.
Have a game of giving a number in the place value chart and write it in standard, expanded and word form.
Evaluation:
Have a mini board game using the items in their text write the following numbers in standard, word and expanded form. Identify the place value and value of a number
Vocabulary:
Place value, periods, thousands, millions, standard form, word form, expanded form,
Less than, greater than, equal
Homework:
Answer the worksheet practice at home
Learning Objective:
Identify the place value and value of a number
Compare and order numbers
Language Objective:
Read and write number in standard form
Main Activity:
Drill on reading numbers
Do the problem of the day.
Review reading and writing numbers.
Present sets of numbers and identify which has the greatest and least value. State your reason.
Evaluation:
Present ways in how to compare and order numbers using their period. Use the appropriate symbols to represent it correctly.
Vocabulary:
Place value, periods, thousands, millions, standard form, word form, expanded form,
Less than, greater than, equal
Homework:
Answer the worksheet practice at home
Learning Objective:
Arrange numbers from greatest to least and vice versa
State the rule in rounding off numbers
Language Objective:
State the rule in rounding off numbers
Main Activity:
Drill and solve the problem of the day.
Present numbers using the place value chart.
State the place value and value of a number.
Introduce if you are making an estimate for the given number what number would you likely give.
Present steps in rounding off numbers.
Have them round off numbers to ten, hundreds and thousands
Evaluation:
Do guided activity first and let them do independent practice.
Vocabulary:
Place value, periods, thousands, millions, standard form, word form, expanded form,
Less than, greater than, equal
Homework:
Answer the worksheet practice at home
Learning Objective:
Assess concepts learned from topics discussed
Language Objective:
Main Activity:
Review of reading and writing numbers, comparing and ordering numbers and rounding off or making an estimate.
Provide drills for practice.
Have them do the worksheets for quick assessment for mastery of concept.
Evaluation:
Administer the test.
Vocabulary:
Homework:
Materials / Resources (including technology)
Counters, place value chart, Mini boards, Envision Math, Textbook, Worksheets
State of Minnesota Standards Covered
3.1.1.1 Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks.
3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to order numbers, know the value of each bills and coins, count money, make change and solve problems using an organized list.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to order numbers, identify the value of bills and coins, count and make change using bills and coins, Make an organized list to solve a problem
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Order 3-digit and 4-digit whole numbers from least to greatest and vice versa.
Language Objective:
Ordering numbers is arranging them from least to greatest and vice versa.
Ordinals : first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth and so forth.
Main Activity:
Review of comparing numbers using >,< or =
Present problem of the day and ask how can we order numbers. Present the ordinals how to read and write in word and symbols. Present how to order numbers also from least to greatest.
Have a game of arranging numbers from greatest to least and least to greatest. Provide each group with numbers to arrange.
Do guided practice in their textbook.
Review of ordering numbers
Present coins and bills and ask if they know the value of it and the person in each of the following.
Have them cut out paper money and try to identify different values of the following.
Do guided practice in their textbook.
Evaluation:
Have them answer their Independent practice
Vocabulary:
Dollars, quarter, dimes, nickel, penny, dollar sign, decimal point
Homework:
Answer practice worksheet at home.
Learning Objective:
Use coins and bills to find out the change they should receive after purchasing items.
Language Objective:
Pronounce the value of each coins and bills, the cost and change of items using dollars and cents.
Main Activity:
Review of the different coins and their values.
Provide them a simulation game where they are given a certain amount of money and choose items to buy the costs of the items and change they need to receive with their money.
Present the Problem of the Day and the guided practice for understanding
Evaluation:
Have them answer the independent practice in their textbook.
Make an organized lists to represent information given in a problem.
Language Objective:
Organize data in a list to solve a problem.
Main Activity:
Present the Problem of the Day.
Use their textbook for examples in how to organize data to solve the problem.
Provide problems to analyze and make an organized list to solve problems.
Evaluation:
Solve the problems in the independent practice.
Vocabulary:
Homework:
Answer worksheets and prepare for a quiz tomorrow.
Learning Objective:
Assess students understanding of the concepts and skills of the topic Numeration.
Language Objective:
Read and spell vocabulary words correctly.
Main Activity:
Review of the concepts learned and give examples if needed.
Give out the rules and directions in taking the exam.
Evaluation:
Check their work
Vocabulary:
Homework:
Materials / Resources (including technology)
Bills, coins, pictures and real objects
State of Minnesota Standards Covered
3.1.1.5 Compare and order whole numbers up to 100,000
3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
3.3.3.3 Make change up to one dollar in several different ways, including with as few coins as possible.
Weekly Informational Knowledge Overview - (Students will know...)
Money : Counting and making Change
Make an organized list to solve a problem
Addition Meaning and Properties
Adding on a hundred chart
Weekly Procedural Knowledge Overview - (Students will be able to...)
Identify the value of different coins and bills
Count the value of combined coins and bills
Make the appropriate change for amount bought / sold
Make an organized list to solve a problem
Define addition and its properties
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Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify the value of different coins and bills
Count the value of combined coins and bills
Make the appropriate change for amount bought / sold
Language Objective:
Name the value of each US bills and coins
Main Activity:
Present coins and bills and ask if they know the value of it and the person in each of the following.
Have them cut out paper money and try to identify different values of the following.
Have a buying and selling activity where in they combine the value and make change for different items bought or sold
Evaluation:
Check if their counting and making change is correct.
Vocabulary:
Dollars, quarter, dimes, nickel, penny, dollar sign, decimal point
Homework:
Have them answer their Independent practice
Learning Objective:
Make an organized lists to represent information given in a problem
Language Objective:
Organize data in a list to solve a problem
Main Activity:
Present the Problem of the Day.
Use their textbook for examples in how to organize data to solve the problem.
Provide problems to analyze and make an organized list to solve problems
.
Evaluation:
Solve the problems in the independent practice
Vocabulary:
Homework:
Study for topic test tom
Learning Objective:
Assess students understanding of the concepts and skills of the topic Numeration
Language Objective:
Read and spell vocabulary words correctly
Main Activity:
Review of the concepts learned and give examples if needed
Give out the rules and directions in taking the exam
Evaluation:
Check their work
Vocabulary:
Homework:
Learning Objective:
Use concrete materials and concepts of addition to model the properties of addition
Language Objective:
Identify the differences of the different properties of addition
Main Activity:
Review of combining the value of different coins and bills.
Introduce the concept of Addition and how the parts of an addition sentence are named.
Present real objects and introduce the different properties of addition. Present how the following makes adding numbers become easy.
Have them look for the meaning of the vocabulary words used for this lesson.
Do guided practice activity to identify the different properties of addition and find the missing addend or sum.
Evaluation:
Do the independent practice.
Vocabulary:
Addends, sum, plus, Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition
Homework:
Do worksheets on different properties of addition
Learning Objective:
Find the sum of the different number sentence and identify the property of addition used
Language Objective:
Describe the different properties of Addition, and define addition
Main Activity:
Present objects in containers and ask them in what way can they group out and make addition sentences for the following. Present that regardless of its grouping or association the number of objects are still the same.
Distribute counters and have them work in pairs and make their own number sentence using their counters
Evaluation:
Do practice worksheets on properties of addition
Vocabulary:
Addends, sum, plus, Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition
Homework:
Materials / Resources (including technology)
Paper Bills, coins, pictures and real objects. Worksheets, textbook, counters, flashcards
State of Minnesota Standards Covered
3.1.1.5 Compare and order whole numbers up to 100,000
3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
3.3.3.3 Make change up to one dollar in several different ways, including with as few coins as possible.
Weekly Informational Knowledge Overview - (Students will know...)
Addition Meaning and Properties
Adding on a hundred chart
Using Mental Math to Add
Breaking Apart into place value
Addition with regrouping – breaking apart to make ten
Weekly Procedural Knowledge Overview - (Students will be able to...)
Identify the parts of an addition sentence and its properties
Find the sum of the different number sentence and identify the property of addition used
Use a hundred chart to add two digit numbers and developmental math strategies
Use Mental Math to add
Use different strategies in adding mentally
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify the parts of an addition sentence and its properties
Use concrete materials and concepts of addition to model the properties of addition
Language Objective:
Identify the different properties of addition
Main Activity:
Present the Problem of the Day
Introduce the concept of Addition and how the parts of an addition sentence are named.
Present real objects and introduce the different properties of addition. Present how the following makes adding numbers become easy.
Have them look for the meaning of the vocabulary words used for this lesson.
Do guided practice activity to identify the different properties of addition and find the missing addend or sum.
Evaluation:
Do the independent practice.
Vocabulary:
addends, sum, plus, Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition
Homework:
Do Worksheets on using the different properties of addition to solve numbers.
Learning Objective:
Find the sum of the different number sentence and identify the property of addition used
Language Objective:
Describe the different properties of Addition, and define addition
Main Activity:
Present objects in containers and ask them in what way can they group out and make addition sentences for the following. Present that regardless of its grouping or association the number of objects are still the same.
Distribute counters and have them work in pairs and make their own number sentence using their counters.
Evaluation:
Do practice worksheets on properties of addition
Vocabulary:
Addends, sum, plus, Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition
Homework:
Do worksheets on addition using the properties of addition
Learning Objective:
Use a hundred chart to add two digit numbers and developmental math strategies
Language Objective:
Use patterns to identify the sum of two digit numbers
Main Activity:
Addition Math Drill
Present a 100 chart and ask if they can add 2 digit numbers mentally.
Present the example on their textbook and using the hundred chart demonstrate how to find the sum of given numbers.
Have them work in pairs and have a game of finding the sum of numbers
Evaluation:
Do the practice exercises
Vocabulary:
Break apart, regrouping
Homework:
Answer their worksheets at home.
Learning Objective:
Use Mental Math to add
Language Objective:
Use Mental Math to add
Main Activity:
Drill on adding numbers using the hundred chart
Present another mental Math strategy using breaking apart to place value and forming tens.
Give them examples and how to solve it
Use the details and examples in their textbook and answer the following using the mental math strategies
Evaluation:
Do Independent practice
Vocabulary:
Break apart , regrouping
Homework:
Do practice worksheets at home
Learning Objective:
Use Mental Math to add
Language Objective:
Use Mental Math to add
Main Activity:
Drill on adding numbers using the hundred chart
Present another mental Math strategy using breaking apart to place value and forming tens.
Give them examples and how to solve it
Use the details and examples in their textbook and answer the following using the mental math strategies
3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones.
3.1.1.5 Compare and order whole numbers up to 100,000
3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
Weekly Informational Knowledge Overview - (Students will know...)
• Rounding off Numbers
• Estimating Sums
• Adding 2 digit numbers without and with regrouping
• Models for adding 3-digit numbers
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Round 2 digit and 3 digit whole numbers in nearest tens and hundreds
• Solve problems by estimating sums
• Add 2 digit numbers using paper and pencil method
• Use addition to solve problems
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Round 2 digit and 3 digit whole numbers in nearest tens and hundreds
Language Objective:
• Identify when to round up and round down a whole number
Main Activity:
• Present number lines and hundred chart to use it to compare the given numbers halfway between and over. Ask which number is it closest to.
• Introduce the concept of Rounding Off number and the rules they need to remember the
Evaluation:
• Do worksheets on rounding off whole numbers to the nearest tens and hundreds
Vocabulary:
Round up, round down
Homework:
Do worksheet practice
Learning Objective:
• Estimate sums of 2 to 3 digit numbers
• Solve problems by estimating sums
Language Objective:
• Describe when we estimate and what is estimation and compatible numbers
Main Activity:
• Review drill on rounding off whole numbers to nearest tens and hundreds
• Introduce that they will round off numbers to get the sums of the numbers
• Ask when do they usually use estimation? What do we mean when we estimate and use compatible numbers,
• Present activities to answer in their work text
Evaluation:
• Answer the practice exercises from their textbook.
• Demonstrate how to estimate and use compatible numbers
Vocabulary:
Estimate, compatible numbers
Homework:
Do practice worksheets at home
Learning Objective:
• Add 2 digit numbers using paper and pencil method
• Use addition to solve problems
Language Objective:
• Use breaking apart and place value to add numbers
Main Activity:
• Drill on rounding off numbers and adding one digit numbers
• Ask how to add two digit numbers using models to demonstrate how to.
• Present using the break apart or completion and pencil and paper method
• Have them do activities in their textbook.
Evaluation:
• Do practice exercises in their textbook
Vocabulary:
Break apart, compensation, regrouping
Homework:
Do worksheet practice at home. Prepare for quiz tom
Learning Objective:
• Add 2 digit numbers using paper and pencil method
• Use addition to solve problems
• Assess skills learn
Language Objective:
• Demonstrate using breaking apart and place value to add numbers
• Remind them on rules in doing an activity an
Main Activity:
• Recap on how to round off numbers and add using estimation
• Have a pencil and board practice first.
• Remind them on rules in taking a quiz
3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. 3.1.1.4 Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences.
3.1.1.5 Compare and order whole numbers up to 100,000 3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
Weekly Informational Knowledge Overview - (Students will know...)
• Adding 2 digit numbers with regrouping
• Adding 3 digit numbers with and without regrouping
• Adding 3 or more digit numbers
• Problem solving using addition
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Add 2 digit numbers with regrouping using place value blocks or pictures
• Use completion and place value in doing regrouping of numbers
• Add 3 digit numbers using paper and pencil method
• Add 3 or more digit numbers using paper and pencil method
• Use addition to solve problems
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS-LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Add 2 digit numbers with regrouping using place value blocks or pictures
Language Objective:
• Use place value blocks picture to show regrouping of numbers
Main Activity:
• Math Drill
• Have them use the paper and pencil method to add 2 digit numbers without regrouping
• Present how to add numbers if they are more than ten or requires regrouping, present using place value picture blocks and demonstrate how they are renamed or regrouped in expanded way and standard way for them to connect the concept.
• Answer the practice exercises in their textbook
Evaluation:
Answer the worksheets using addition with regrouping
Vocabulary:
Regrouping, renaming, completion, sum, addends,
Homework:
Answer the practice worksheets
Learning Objective:
• Add 3 digit numbers using paper and pencil method
• Use completion and place value in doing regrouping of numbers
Language Objective:
• Use place value blocks picture to show regrouping of numbers
Main Activity:
• Math Drill
• Review on how to add 2 digit numbers without regrouping
• Present how to add numbers if they are more than ten or requires regrouping, present using place value picture blocks and demonstrate how they are renamed or regrouped in expanded way and standard way for them to connect the concept.
• Introduce how to add If they are 3 digit number. Present how to add if it is hundreds and if it has regrouping
• Answer the practice exercises in their textbook
Evaluation:
Use paper and pencil method have a game of adding numbers without and with regrouping
Vocabulary:
Regrouping, renaming, completion, sum, addends,
Homework:
Answer the homework worksheets
Learning Objective:
• Add 3 or more digit numbers using paper and pencil method
• Use addition to solve problems
Language Objective:
• Read and identify the facts needed to solve a problem
Main Activity:
• Math Drill
• Review of addition of 2 and 3 digit numbers with and without regrouping
• Ask how about if adding more than 3 digit will the steps change?
• Present the process of adding numbers and using the place value as key reference to identify how the numbers are added.
• Present a problem that involves addition with 3 to 4 digit numbers and ask what are the things to consider when solving a problem ?
• Name steps in solving a problem.
• Do activities in their textbook.
Evaluation:
Answer Independent practice in their book
Vocabulary:
Regrouping, renaming, completion, sum, addends, GAPESA, number sentence
Homework:
Answer homework worksheets and prepare for a test
Learning Objective:
• Add 2 digit numbers using paper and pencil method
• Use addition to solve problems
• Assess skills learn
Language Objective:
• Demonstrate using breaking apart and place value to add numbers
• Remind them on rules in doing an activity an
Main Activity:
• Recap on how to round off numbers and add using estimation
• Have a pencil and board practice first.
• Remind them on rules in taking a quiz
3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.
Weekly Informational Knowledge Overview - (Students will know...)
• Subtraction Meaning
• Subtraction With a Hundred Chart
• Subtraction With Regrouping
• Subtraction Mental Math to Subtract
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Recognizes situations when subtraction is used to solve a problem
• Write subtraction number sentences
• Use Hundred Chart to subtract 2 digit numbers and develop Mental Math Strategies
• Subtract numbers with regrouping
• Solve problems by subtracting with Mental Math
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Recognizes situations when subtraction is used to solve a problem
Language Objective:
• Write subtraction number sentences
Main Activity:
• Math Drill on addition of whole numbers
• Introduce that subtraction parts and its relationship to addition.
• Introduce the word inverse operation and debrief on how it can be used to check their answer.
• Present how to subtract large numbers and how to regroup numbers using place value blocks and paper and pencil technique
• Do guided practice in their textbook
• Write subtraction number sentences
• Use Hundred Chart to subtract 2 digit numbers and develop Mental Math Strategies
Language Objective:
• Name the steps in subtracting numbers using the hundred chart
Main Activity:
• Review of adding numbers using 100 chart.
• Introduce how to use it number chart in Subtraction.
• Distribute the 100 chart and have them do subtraction sentences and solve for the answer using their chart.
• Have them name the steps how they have come up with their answers
• Do guided practice together.
• Subtract numbers to hundred thousand with and without regrouping
Language Objective:
• Check answers using inverse operation
Main Activity:
• Math Drill on addition of whole numbers
• Introduce that subtraction parts and its relationship to addition.
• Introduce the word inverse operation and debrief on how it can be use to check their answer.
• Present how to subtract large numbers and how to regroup numbers
• Do guided practice in their text.
• Introduce that subtraction parts and its relationship to addition.
• Introduce the word inverse operation and debrief on how it can be use to check their answer.
• Present how to subtract large numbers and how to regroup numbers, Using groups of ten
• Let them do practice activity in their textbooks using their mini boards
• Do guided practice in their text.
Textbooks, mini boards, flashcards, worksheets, counters
State of Minnesota Standards Covered
3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. 3.1.1.3 Find 10,000 more or 10,000 less than a given five-digit number. Find 1000 more or 1000 less than a given four- or five-digit. Find 100 more or 100 less than a given four- or five-digit number. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
Weekly Informational Knowledge Overview - (Students will know...)
• Subtraction With Regrouping
• Subtraction Mental Math to Subtract
• Estimating Differences
• Problem Solving Reasonableness
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Subtract numbers with regrouping
• Solve problems by subtracting with Mental Math
• Solve problems by estimating differences
• Solve word problems and check for reasonableness
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Recognizes situations when subtraction is used to solve a problem
Language Objective:
• Write subtraction number sentences
Main Activity:
• Math Drill on addition of whole numbers
• Introduce that subtraction parts and its relationship to addition.
• Introduce the word inverse operation and debrief on how it can be use to check their answer.
• Present how to subtract large numbers and how to regroup numbers using place value blocks and paper and pencil technique
• Do guided practice in their textbook
• Subtract numbers with regrouping
• Solve problems by subtracting with Mental Math
Language Objective:
Main Activity:
• Do flashcard drill. Review of addition and subtraction with groups of 10.
• Relate how these regrouping is a technique that they can use to subtract numbers, alongside with using a hundred charts moving backward and adding forward technique.
• Provide examples for them to practice. Solve them using Mental Math.
• Have them do practice exercises in their textbook.
• Flashcard drill
• Review of how to round off numbers. Present that estimating numbers is similar to it.
• Present how to estimate differences. Provide exercises for practice.
• State the rule in estimating differences
• Do practice activities in their textbook.
• Solve problems by estimating differences
• Solve word problems and check for reasonableness
Language Objective:
• Explain why answer is reasonable or not
Main Activity:
• Flashcard drill
• Review of how to round off numbers.
• Present how to estimate differences. Provide exercises for practice.
• State the rule in estimating differences
• Present word problems and ask what are the steps and facts to check when solving a problem
• Present steps in solving problems and showing reasonableness of answers.
Evaluation:
Have them solve the problems and exercises in their textbooks
Textbooks, mini boards, flashcards, worksheets, counters
State of Minnesota Standards Covered
3.1.1.4 Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
Weekly Informational Knowledge Overview - (Students will know...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Use Models for Subtracting two digit numbers
• Subtracting 2-digit numbers without regrouping
• Subtracting 2-digit numbers with regrouping
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Use Models for subtracting two digit numbers
• Subtract 2-digit numbers without regrouping
• Subtract 2-digit numbers with regrouping
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify the steps in adding and subtracting numbers
Main Activity:
• Drill on Subtraction facts
• Review of the concepts learned from the topics
• Administer addition and subtraction test with and without regrouping
Evaluation:
Check their work skill is learned.
Vocabulary:
Homework:
Answer homework worksheets
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic on Addition and Subtraction of Whole numbers
Language Objective:
• Identify the subtraction terms and their uses
Main Activity:
• Drill on Subtraction facts
• Review of the concepts learned for the chapter.
• Administer the topic test in subtraction sense
• Identify the steps in subtracting two digit whole numbers.
Main Activity:
• Use Domino sets to use as models for tens and in subtraction game
• Present how models help them understand their lessons
• Present their lesson and the vocabulary words used for this topic
• Have them solve the subtraction sentences given in their textbook.
Evaluation:
Have them do Independent practice and problem solving in their textbooks
• Subtracting 2-digit numbers without and with regrouping
Language Objective:
• Identify the steps in subtracting whole numbers that involves regrouping / renaming the numbers used.
Main Activity:
• Math Drill
• Recap of how to add numbers with regrouping.
• Introduce how to subtract numbers with two digit with and without regrouping
• Have them do subtraction work on the board.
• Present different ways on subtracting numbers that involves regrouping.
Evaluation:
Ask what steps are they using to subtract numbers that involves regrouping.
Flashcards, worksheets, textbook, video addition and subtraction education games
State of Minnesota Standards Covered
3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. 3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.
Weekly Informational Knowledge Overview - (Students will know...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Use Models for Subtracting two digit numbers
• Subtracting 2-digit numbers without regrouping
• Subtracting 2-digit numbers with regrouping
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Use Models for subtracting two digit numbers
• Subtract 2-digit numbers without regrouping
• Subtract 2-digit numbers with regrouping
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Use Models for Subtracting two digit numbers
Language Objective:
• Identify the steps in subtracting two digit whole numbers.
Main Activity:
• Use Domino sets to use as models for tens and in subtraction game
• Present how models help them understand their lessons
• Present their lesson and the vocabulary words used for this topic
• Have them solve the subtraction sentences given in their textbook.
Evaluation:
Have them do Independent practice and problem solving in their textbooks
• Identify the steps in subtracting two digit whole numbers.
Main Activity:
• Use Domino sets to use as models for tens and in subtraction game
• Present how models help them understand their lessons
• Present their lesson and the vocabulary words used for this topic
• Have them solve the subtraction sentences given in their textbook.
Evaluation:
Have them do Independent practice and problem solving in their textbooks
• Use Models for subtracting two digit numbers
• Subtract 2-digit numbers without regrouping
Language Objective:
• Name steps in solving 2 digit numbers
Main Activity:
• Math Drill
• Recap of how to add numbers without regrouping.
• Introduce how to subtract numbers with two digit without regrouping
• Have them do subtraction work on the board.
• Present different ways on subtracting numbers that involves models, hundred chart, moving forward and backward
Evaluation:
Ask what steps they are using to subtract numbers that involves regrouping.
• Subtract 2-digit numbers with regrouping
• Introduce how to subtract numbers with two digit without regrouping
• Have them do subtraction work on the board.
• Present how to subtract if there is regrouping of numbers,
• Present how the concept of renaming or regrouping happens to understand how the process goes using
models , place value chart and counters
• Present different ways on subtracting numbers that involves models, hundred chart, moving forward and backward
Language Objective:
Main Activity:
Evaluation:
Ask what steps they are using to subtract numbers that involves regrouping
• Subtracting 2-digit numbers without and with regrouping
Language Objective:
• Identify the steps in subtracting whole numbers that involves regrouping / renaming the numbers used.
Main Activity:
• Math Drill
• Recap of how to add numbers with regrouping.
• Introduce how to subtract numbers with two digit with and without regrouping
• Have them do subtraction work on the board.
• Present different ways on subtracting numbers that involves regrouping.
Evaluation:
Ask what steps they are using to subtract numbers that involves regrouping.
Flashcards, worksheets, textbook, video addition and subtraction education games
State of Minnesota Standards Covered
3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.
Weekly Informational Knowledge Overview - (Students will know...)
• Subtracting 3 digit numbers without and with regrouping
• Subtracting across zero
• Draw a picture and number sentence to solve problems
• Problem solving
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Subtract 3 digit numbers using paper and pencil methods and use subtraction to solve problems
• Subtract 3 digit numbers with zero difficulty using paper and pencil methods to solve problems
• Solve problems by choosing an operation based on picture they have chosen to solve a problem.
• Write subtraction sentence for given group picture situation and models.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Subtracting 3 digit numbers without and with regrouping
Language Objective:
• Identify the steps in subtracting numbers with regrouping
Main Activity:
• Math Drill
• Review of the lesson learned about subtracting numbers with 2 digit with and without regrouping.
• Ask what are the steps I how to solve it.
• Provide examples to follow if there are 3 digits already.
• Have a paper and pencil method to do their work
Evaluation:
Have them solve in the white board their solutions
Review of the vocabulary words. Do homework sheets
Learning Objective:
• Subtracting 3 digit numbers without and with regrouping
Language Objective:
• Identify the steps in subtracting numbers with regrouping and with zero difficult
Main Activity:
• Math Drill
• Review of the lesson learned about subtracting numbers with 3 digit with and without regrouping.
• Ask what are the steps I how to solve it.
• Provide examples to follow if there are 3 digits already but with 0 difficulty.
• Present how to solve the following.
• Have a paper and pencil method to do their work
Evaluation:
Have them solve in the white board their solutions
• Draw a picture and number sentence to solve problems
Language Objective:
• Identify the steps in solving problems
Main Activity:
• Present the problem of the day.
• Ask them to illustrate the problem by forming the number sentence to solve.
• Present the concept in their textbook and how to use the different strategies used in solving them,
• Have them work on the activities in their textbook.
Evaluation:
Have them answer the independent practice together with their team mates
• Solve problems by choosing an operation based on picture they have chosen to solve a problem..
Language Objective:
• Write subtraction sentence for given group picture situation and models
Main Activity:
• Math Dril
• Review of subtracting numbers with regrouping and with zero difficulty.
• Present the problem of the day and ask how can we solve it. Introduce key words of steps to solve a problem. Give out the important details needed in order to solve the problem. Name different ways to solve problems.
• Solve problems in their book
Evaluation:
• Use exercises in their textbook for mastery and practice
• Assess if the concept learned are mastered and can execute correctly
Language Objective:
Main Activity:
• Math drill addition and subtraction with regrouping.
• Review of the steps in how to subtract numbers with or without regrouping and with zero difficulty
• Administer the quiz.
Evaluation:
Check if their answers are correct.
Vocabulary:
Homework:
Materials / Resources (including technology)
Counters, worksheets, textbooks, paper and pencil, mini white boards
State of Minnesota Standards Covered
3.1.2.1 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.
Weekly Informational Knowledge Overview - (Students will know...)
• Multiplication as repeated addition
• Arrays in addition and multiplication
• Using Multiplication to compare
• Properties of Multiplication
• Making multiplication sentences
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Recognize multiplication as repeated addition of equal groups
• Use arrays in making an addition and multiplication number sentence and find their products
• Write multiplication number sentences for given equal group situations using models
• Use the properties of multiplication to simplify computations
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Recognize multiplication as repeated addition of equal groups
• Use arrays in making an addition and multiplication number sentence and find their products
Language Objective:
• Write number sentence using arrays and models
Main Activity:
• Math drill
• Summary of subtraction of whole numbers with and without regrouping and zero difficulty
• Introduce the vocabulary words/terms for multiplication
• Present arrays of objects and let them make an addition sentence with it.
• Present and relate how repeated addition is related to multiplication.
• Have them make addition and multiplication sentences using arrays and equal groups.
• Present examples in their textbook
Evaluation:
Have them answer the exercises in their textbook
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Answer Homework sheets
Learning Objective:
• Recognize multiplication as repeated addition of equal groups
• Use arrays in making an addition and multiplication number sentence and find their products
Language Objective:
• Write multiplication number sentence using arrays and models
Main Activity:
• Math drill
• Review of the vocabularies for addition, subtraction and the vocabulary words/terms for multiplication
• Using arrays make a multiplication sentence using patterns of 2,5 and 9
• Introduce the techniques in memorizing the factors and products using songs, rhymes, skip counting and the magic 9 principle.
• Have them write multiplication number sentences using arrays or models and using properties of Multiplication
• Do guided practice
Evaluation:
Have them do the exercises in their textbook
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Do homework sheets
Learning Objective:
• Write multiplication number sentences for given equal group situations using models
• Use the properties of multiplication to simplify computations
Language Objective:
• Write multiplication number sentences for given equal group situations using models
Main Activity:
• Math drill
• Review of the vocabularies for addition, subtraction and the vocabulary words/terms for multiplication , arrays and using patterns 2 to 10
• Introduce the different properties of Multiplication and relate it with that of addition.
• Present how these properties makes computation easier and quick in solving multiplication sentences
• Do practice activities in their book.
Evaluation:
Have them do the exercises in their textbook
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Memorize their multiplication facts and prepare for a test.
***AMERICAN THANKSGIVING***
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
• Check if they have learned the concepts taught.
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Learning Objective:
• Use arrays in making an addition and multiplication number sentence and find their products
• Write multiplication number sentences for given equal group situations using models
Language Objective:
• Write math stories for given multiplication facts or arrays
Main Activity:
• Multiplication Drill with factors of 2 – 9
• Present arrays and form the multiplication sentence for the following.
• Write stories using the multiplication facts made or using the arrays used
• Do guided practice together.
Evaluation:
Write math stories for given arrays and let their classmates solve it.
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division. 3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
Weekly Informational Knowledge Overview - (Students will know...)
• Writing Multiplication Stories
• Properties of Multiplication
• Writing to explain a problem
• 2 and 5 as factors
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Write multiplication number sentences for given equal group situations using models
• Use the properties of multiplication to simplify computations
• Use objects, words, pictures, numbers and technology to provide a written explanation in problem solving
• Use patterns to multiply with 2 and 5 factors
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Write multiplication number sentences for given equal group situations using models
Language Objective:
• Name multiplication number sentences for given equal group situations using models
Main Activity:
• Math Drill
• Using their mini boards let them draw objects and group them evenly and make an addition and multiplication sentence. Ex. 12 = 2+2+2+2+2+2 = 6x2
• Present the concept of using arrays and group to make a repeated addition to make a multiplication sentence.
• Do the exercises in their textbook.
Evaluation:
Do practice worksheets
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Answer practice worksheets
Learning Objective:
• Use objects, words, pictures, numbers and technology to provide a written explanation in problem solving
Language Objective:
• Write multiplication number sentences for given equal group situations using models
Main Activity:
• Review of the vocabularies for addition, subtraction and the vocabulary words/terms for multiplication
• Using arrays make a multiplication sentence using patterns
• Introduce the techniques in memorizing the factors and products using songs, rhymes, skip counting.
• Have them write multiplication number sentences using arrays or models and using properties of Multiplication
• Do guided practice
Evaluation:
Using their mini boards and markers solve the independent practice activities
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Do the practice worksheet
Learning Objective:
• Use the properties of multiplication to simplify computations
• Use objects, words, pictures, numbers and technology to provide a written explanation in problem solving
Language Objective:
• Write multiplication number sentences for given equal group situations using models
Main Activity:
• Multiplication Math Drill
• Present arrays and form the multiplication sentence for the following.
• Introduce how to write a problem story using arrays or pictures.
• Write stories using the multiplication facts made or using the arrays used
• Do guided practice together
Evaluation:
Form in groups and try writing and solving problems together
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Answer practice worksheets
Learning Objective:
• Use objects, words, pictures, numbers and technology to provide a written explanation in problem solving
• Use patterns to multiply with 2 and 5 factors
Language Objective:
• Use skip counting pattern method to memorize factors using 2’s and 5’s
Main Activity:
• Present a word problem using patterns of two and 5.
William was able to spot 10 different kinds of birds in the zoo. If he is to count the number of legs of the birds how many will there be? Write an addition and a multiplication sentence for it.
• Introduce factors of 2 and 5. Have them recite the multiplication facts. Make a multiplication arrays for the following.
• Answer the practice exercises in their book
Evaluation:
Answer worksheets with factors of 2 and 5
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Prepare for a quiz tom
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
• Check if they have learned the concepts taught.
Vocabulary:
Array, product, factors, multiple , Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Distributive Property of Multiplication
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini boards, counters, pictures
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division. 3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
Weekly Informational Knowledge Overview - (Students will know...)
• 2 and 5 as factors
• 10 as factor
• 9 as factor
• Multiplying with 0 and 1
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use patterns to multiply with 2 and 5 as factors
• Use Skip counting and the Commutative property to complete fact tables of 2 and 5
• Use patterns to multiply with 10 as factors
• Use counters and patterns to complete fact tables of 10
• Use patterns to multiply with 9 as factors
• Use counters to complete fact tables of 9
• Use patterns to multiply with 0 and 1 as factors
• Use counters to complete fact tables for 0 and 1 and the Identity and Zero property of Multiplication
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Use patterns to multiply with 2 and 5 as factors
Language Objective:
• Use Skip counting and the Commutative property to complete fact tables of 2 and 5
Main Activity:
• Math Drill
• Ask: what are things that usually come in pairs and groups of 5. Ex, 2’s legs of birds, wings.
• Pose a problem: How can you find out how many legs there are all together in a group of 9 chickens?
• Present how to multiply numbers using repeated addition and counters. Introduce how skip counting can help them remember their fact tables easily.
• Present the use of Commutative property as well to see the difference in grouping but with same answer. Introduce what are multiples and how can these help them in multiplication.
• Have them answer the activities in their textbook using their mini boards for immediate assessment if they learned the concept.
Evaluation:
Do Independent practice
Have them complete the fact family using 2 and 5 as factors. Ask them to list down the multiples of 2 and 5
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Practice your multiplication tables 2 and 5
Practice skip counting by 3 and 4
Learning Objective:
• Language Objective: Use patterns to multiply with 10 as factors
• Use counters and patterns to complete fact tables of 10
Language Objective:
• Identifies multiples of 10
• State the rule in multiplying with multiples of 10
Main Activity:
• Math Drill
• Pose a problem: How can you find out how many legs there are all together in a group of 10 crabs?
• Present how to multiply numbers using repeated addition and counters. Introduce how skip counting can help them remember their fact tables easily.
• Present the use of arrays and counters to see the difference in grouping but with same answer. Introduce what are multiples and how can these help them in multiplication.
• Present the technique of multiplying with multiples of 10.
• Have them to answer the activities in their textbook using their mini boards for immediate assessment if they learned the concept.
Evaluation:
Do the independent practice in their textbook.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Do homework worksheets
Learning Objective:
• Use patterns to multiply with 9 as factors
• Use counters to complete fact tables of 9
Language Objective:
• Relate how the finger technique can help them easily remember the tables of 9
Main Activity:
• Present Math drill using tables of 2,5,10
• Ask them to list down the facts and products of 9. Have them observe the products.
• Introduce the technique of using counters, arrays and skip counting to find the fact tables of 9.
• Present how to easily remember by pairing up the digit to form a sum of 9 for the answer.
• Have them trace their hand on a board paper and label the numbers and use it to multiply facts of 9
Evaluation:
Do independent practice.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Answer their homework sheets
Learning Objective:
• Use patterns to multiply with 0 and 1 as factors
• Use counters to complete fact tables for 0 and 1 and the Identity and Zero property of Multiplication
Language Objective:
• Describe the Identity and Zero property of Multiplication
Main Activity:
• Math Drill
• Present how to multiply numbers using repeated addition and counters. Introduce how skip counting can help them remember their fact tables easily.
• Present the use of arrays and counters to see the difference in grouping but with same answer. Introduce what are multiples and how can these help them in multiplication.
• Present the technique of multiplying numbers with 0 and 1
• Have them to answer the activities in their textbook using their mini boards for immediate assessment if they learned the concept.
• Define the Zero and Identity property of Multiplication
Evaluation:
Do the independent practice in their textbook.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini boards, counters, pictures
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division.
3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
Weekly Informational Knowledge Overview - (Students will know...)
• 9 as factor
• Multiplying with 0 and 1
• 3 as a factor
• Problem solving: Two question problem
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use patterns to multiply with 9 as factors
• Use counters to complete fact tables of 9
• Use patterns to multiply with 0 and 1 as factors
• Use counters to complete fact tables for 0 and 1 and the Identity and Zero property of Multiplication
• Solve two question problems
• Use known facts to find products with 3 as a factor
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Use patterns to multiply with 9 as factors
• Use counters to complete fact tables of 9
Language Objective:
• Relate how the finger technique can help them easily remember the tables of 9
Main Activity:
• Present Math drill using tables of 2,5,10
• Ask them to list down the facts and products of 9. Have them observe the products.
• Introduce the technique of using counters, arrays and skip counting to find the fact tables of 9.
• Present how to easily remember by pairing up the digit to form a sum of 9 for the answer.
• Have them trace their hand on a board paper and label the numbers and use it to multiply facts of 9
Evaluation:
Do independent practice.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication
Homework:
Answer homework pages
Learning Objective:
• Use patterns to multiply with 0 and 1 as factors
• Use counters to complete fact tables for 0 and 1 and the Identity and Zero property of Multiplication
Language Objective:
• Describe the Identity and Zero property of Multiplication
Main Activity:
• Math Drill
• Present how to multiply numbers using repeated addition and counters. Introduce how skip counting can help them remember their fact tables easily.
• Present the use of arrays and counters to see the difference in grouping but with same answer. Introduce what are multiples and how can these help them in multiplication.
• Present the technique of multiplying numbers with 0 and 1
• Have them to answer the activities in their textbook using their mini boards for immediate assessment if they learned the concept.
• Define the Zero and Identity property of Multiplication
Evaluation:
Do the independent practice in their textbook.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Answer homework pages
Learning Objective:
• Solve for one problem and use the solution to complete the second question
Language Objective:
• Identify the problem clues to answer the question
Main Activity:
• Pose a problem and let them work in pairs.
Pablo bought 2 red, 3 green and 3 blue notebooks. How many books did he buy in all? If each notebook cost $5, what is the total cost?
• Ask how did they come up with their answer? How much?
• Introduce how to solve problem with two questions.
• Discuss and provide more examples for mastery.
Evaluation:
Answer the problem activity in their textbook.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Do Homework worksheets
Learning Objective:
• Use known facts to find products with 3 as a factor
Language Objective:
• Recite the multiplication tables learned.
Main Activity:
• Math Drill
• Present how to multiply numbers using repeated addition and counters.
• Introduce how skip counting can help them remember their fact tables of 3 easily.
• Present the use of arrays and counters to see the difference in grouping but with same answer.
• Introduce what are multiples and how can these help them in multiplication.
• Have them solve products using factors of 3 in their mini boards.
Evaluation:
Answer practice exercises in their textbooks.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Study for a test.
Learning Objective:
• Assess if the concept learned are mastered and can execute correctly
Language Objective:
Main Activity:
• Flashcard drill
• Review of the multiplication facts of 2,5,10 and using 0 and 1 as factors
• Administer the quiz.
Evaluation:
Check if their answers are correct.
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini boards, counters, pictures, arrays
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division.
3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
Weekly Informational Knowledge Overview - (Students will know...)
• Multiplying with 0 and 1
• 3 as a factor
• 4 as a factor
• 6 and 7 as factors
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use patterns to multiply with 0 and 1 as factors
• Use counters to complete fact tables for 0 and 1 and the Identity and Zero property of Multiplication
• Use known facts to find products with 3 as a factor
• Use break apart arrays to model multiplying by 3
• Use known facts and doubles to find products with 4 as a factor
• Use break apart arrays to model multiplying by 4
• Use known facts to find products with 6 and 7 as a factor
• Use break apart arrays to model multiplying with 6 and 7
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Use patterns to multiply with 0 and 1 as factors
• Use counters to complete fact tables for 0 and 1 and the Identity and Zero property of Multiplication
Language Objective:
• Describe the Identity and Zero property of Multiplication
Main Activity:
• Review and Math Drill
• Present how to multiply numbers using repeated addition and counters. Introduce how skip counting can help them remember their fact tables easily.
• Present the use of arrays and counters to see the difference in grouping but with same answer. Introduce what are multiples and how can these help them in multiplication.
• Present the technique of multiplying numbers with 0 and 1
• Have them to answer the activities in their textbook using their mini boards for immediate assessment if they learned the concept.
• Define the Zero and Identity property of Multiplication
Evaluation:
Do the independent practice in their textbook.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication,
Homework:
Answer Worksheets multiplying with 0 and 1
Learning Objective:
• Use known facts to find products with 3 as a factor
Language Objective:
• Recite the multiplication tables learned.
Main Activity:
• Math Drill
• Present how to multiply numbers using repeated addition and counters.
• Introduce how skip counting can help them remember their fact tables of 3 easily.
• Present the use of arrays and counters to see the difference in grouping but with same answer.
• Introduce what are multiples and how can these help them in multiplication.
• Have them solve products using factors of 3 in their mini boards.
Evaluation:
Answer practice exercises in their textbooks.
Vocabulary:
Multiplication, factors, repeated addition, multiples, break apart arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative property of Multiplication
Homework:
Do homework sheets
Learning Objective:
• Use known facts and doubles to find products with 4 as a factor
• Use break apart arrays to model multiplying by 4
Language Objective:
• Recite the facts and products with 4 as factors
Main Activity:
• Multiplication Drill with factors of 0 – 3
• Present arrays using factors of 4 and introduce how they are grouped using Commutative and Associative Property of Multiplication.
• Introduce how to break apart or make arrays using given factors to determine the product.
• Have them work in pairs and form different arrays and finding the products with 4 as factor.
Evaluation:
• Do exercises in their textbooks
• Have board drill games to master the factors and products of 4.
Vocabulary:
Multiplication, factors, repeated addition, multiples, break apart arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative property of Multiplication
Homework:
Do homework worksheets.
Learning Objective:
• Use known facts to find products with 6 and 7 as a factor
• Use break apart arrays to model multiplying with 6 and 7
Language Objective:
• Recite the facts and products with 6 and 7 as factors
Main Activity:
• Multiplication Drill
• Present arrays using factors of 6 and 7. Present how they can grouped the factors using Commutative and Associative Property of Multiplication.
• Using break apart arrays illustrate /draw given factors to determine the product.
• Have them work in pairs and form different arrays and finding the products with 6 and 7 as factor.
Evaluation:
• Do exercises in their textbooks
• Have board drill games to master the factors and products of 4.
Vocabulary:
Multiplication, factors, repeated addition, multiples, break apart arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative property of Multiplication
Homework:
Do practice worksheets at home
Learning Objective:
• Assess if the concept learned are mastered and can execute correctly
Language Objective:
• Flashcard drill
• Review of the multiplication facts of 3,4,6, 7 and using 0 and 1 as factors
• Administer the quiz.
Main Activity:
Evaluation:
Check if their answers are correct.
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini boards, counters, pictures, arrays
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division.
3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
Weekly Informational Knowledge Overview - (Students will know...)
• 6 and 7 as factors
• 8 as factors
• 11 and 12 as factors
• Multiplying with 2 factors
• Problems solving with multiple steps
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use known facts to find products with 6 and 7 factors
• Use known facts and doubles to find products with 8 as a factor
• Use patterns to multiply with 11 and 12 factors
• Multiply 3 numbers and use the Associative property
• Solve multiple-steps problems
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Use known facts to find products with 6 and 7 factors
Language Objective:
• Recite facts with 6 and 7 factors
Main Activity:
• Multiplication Drill
• Present arrays using factors of 6 and 7. Present how they can group the factors using Commutative and Associative Property of Multiplication.
• Using break-apart arrays illustrate /draw given factors to determine the product.
• Have them work in pairs and form different arrays and finding the products with 6 and 7 as factor.
Evaluation:
• Do exercises in their textbooks
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative Property
Homework:
Do Practice worksheets
Learning Objective:
• Use known facts and doubles to find products with 8 as a factor
Language Objective:
• Memorize and recite facts and doubles with 8 as a factor
Main Activity:
• Multiplication Drill
• Review arrays using factors of 6 and 7.
• Present how they can group the factors of 8 using Commutative and Associative Property of Multiplication.
• Have them work in pairs and form different arrays and finding the products with doubles and 8 as factor.
Evaluation:
• Do exercises in their textbooks. Use mini boards for practice and mastery
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative Property
Homework:
Do Practice worksheets
Learning Objective:
• Use patterns to multiply with 11 and 12 factors
Language Objective:
• Recite patterns to multiply with 11 and 12 factors
Main Activity:
• Multiplication Drill
• Review arrays using factors of 6, 7 and 8.
• Present how they can group the factors of 11 and 12 using Commutative and Associative Property of Multiplication.
• Show how to make patterns and rules to solve facts easily
• Have them work in pairs and form different arrays and finding the products with 11 and 12 as factor.
Evaluation:
• Do exercises in their textbooks. Use mini boards for practice and mastery
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative Property
Homework:
Do Practice worksheets
Learning Objective:
• Multiply 3 numbers and use the Associative property
Language Objective:
• Describe how to Multiply 3 numbers and how to use the Associative property
Main Activity:
• Math drill on multiplication and division facts.
• Use the skill learned on how to solve 2 digits by 1 digit.
• Introduce how to multiply 3 digits by 1 digit number.
• Using algorithm present how one can get partial factors.
• Introduce multiplying 3 digit by 1 without and with regrouping
• Use the guided practice to solve and understand how the process goes.
Evaluation:
Do independent practice using their mini- boards.
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative Property
Homework:
Do Practice worksheets
Learning Objective:
• Solve multiple-steps problems
Language Objective:
• Describe how to solve multiple-steps problems
Main Activity:
• Math drill on multiplication and division facts.
• Board work multiplying numbers with 1 digit number of known factors
• Present steps in solving problem and how to solve multiple-steps problems.
• Identify the process on how to solve multiple steps problems which to do first,
• Do guided practices in their textbooks
Evaluation:
Do the practice exercises in their textbook
Vocabulary:
Multiplication, factors, repeated addition, multiples, arrays, skip counting, Commutative Property of Multiplication, Zero Property of Multiplication, Identity Property of Multiplication, Associative Property
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini boards, counters, pictures, arrays
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division.
3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
3.1.2.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties.
Weekly Informational Knowledge Overview - (Students will know...)
• Multiplication Facts 1- 12
• Properties of Multiplication
• Problem solving
• Relating Multiplication and Division
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use patterns to multiply with 11 and 12 as factors
• Multiply 3 numbers and use Associative Property of Multiplication
• Solve multiple steps problems
• Explain and connect the relationship of multiplication and division
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Use patterns to multiply with 11 and 12 as factors
Language Objective:
• Recite the Multiplication facts learned
Main Activity:
• Multiplication Facts in a song and have them answer it.
• Recap on the properties of addition and multiplication.
• Present how we can multiply numbers with 1 as a factor.
• Have them figure out how to look for the product of numbers with 11 & 12 as factors
• Use mini boards to answer the activities in their textbook
Evaluation:
Solve for the independent practice in mini boards
Vocabulary:
Multiples, factors, products, Identity Property of Multiplication, Zero Property of Multiplication
Homework:
Memorize multiplication facts
Learning Objective:
• Multiply 3 numbers and use Associative Property of Multiplication
Language Objective:
• Identify and describe different properties of Multiplication
Main Activity:
• Math Drill
• Memorize fact numbers using Multiplication songs
• Recap on the different properties of Multiplication
• Present how to multiply 3 numbers and use the Associative Property of Multiplication to solve it,
• Have them work in pairs/team and multiply 3 numbers using the Associative properties of multiplication
Evaluation:
Solve for the independent practice in mini boards
Vocabulary:
Multiples, factors, products, Identity Property of Multiplication, Zero Property of Multiplication, Commutative Property of Multiplication, Associative Property of multiplication
Homework:
Answer homework worksheets
Learning Objective:
• Solve multiple steps problems
Language Objective:
• Identify different steps and strategies to solve multiple steps problems
Main Activity:
• Math Drill with multiplication facts mixed 1-12
• Review of the different strategies learned in solving problems
• Present a problem and name steps on how to solve it which operation needs to be done first to be able to come up with an answer.
• Have them solve the activities in their textbook
Evaluation:
Do Independent practice with partners
Vocabulary:
Multiples, factors, products, Identity Property of Multiplication, Zero Property of Multiplication, Commutative Property of Multiplication, Associative Property of multiplication
Homework:
Answer homework worksheets
Learning Objective:
• Explain and connect the relationship of multiplication and division
Language Objective:
• Identify parts of multiplication and division number sentence
Main Activity:
• Math Drill on Multiplication facts
• Review of parts and vocabularies for multiplication number sentence
• Introduce the division vocabulary words and relate how it is related to multiplication.
• Connect the relationship of Addition and Subtraction, likewise with Multiplication and Division.
Evaluation:
Do worksheets on relationship of Multiplication and division
Vocabulary:
Multiples, factors, products, Identity Property of Multiplication, Zero Property of Multiplication, Commutative Property of Multiplication, Associative Property of multiplication
Homework:
Study and prepare for an exam
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
• Assess if the concept learned are mastered and can execute correctly
Language Objective:
Main Activity:
• Flashcard drill
• Review of the multiplication facts 1-12 and properties of multiplication
• Administer the quiz.
Evaluation:
Check if their answers are correct.
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini boards, counters, pictures, arrays, projector
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division. 3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems. 3.1.2.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties.
Weekly Informational Knowledge Overview - (Students will know...)
• How to use models to solve division as sharing
• That remainders are leftover from numbers that cannot be equally divided in groups
• How division is related to subtraction
• How to write division story problems
• How to solve problems using models and drawing pictures
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use models to solve division problems involving sharing
• Record solutions using division sentences
• Identify that remainders are leftover from numbers that cannot be equally divided in groups
• Use models to solve division problems involving repeated subtraction
• Record solutions using division number sentences
• Write and solve division story problems
• Solve problems using models and drawing a picture
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
• Use models to solve division problems involving sharing
Language Objective:
• Use models to solve division problems involving sharing
Main Activity:
• Introduce division
• Present problem solving strategies involving sharing stories ‘fair shares’.
• Have them work in pairs and solve sharing problems with counters.
• That remainders are leftover from numbers that cannot be equally divided in groups
Language Objective:
• Identify that remainders are leftover from numbers that cannot be equally divided in groups
Main Activity:
• Review sharing stories from yesterday
• Introduce a problem that cannot be split evenly.
• Present how they can show what the leftover amount is- remainder
• Practice problems with remainders in textbook.
• Use models to solve division problems involving repeated subtraction
Main Activity:
• Review division
• Introduce a problem and solve using repeated subtraction
• Present how they can use this strategy.
• Practice problems in pairs on mini-boards.
• Textbook exercises
• Review division
• Introduce a story problem using division
• Determine the best strategy to solve the problem.
• Practice problems in pairs on mini-boards.
• Textbook exercises
How to solve problems using models and drawing pictures
Language Objective:
Solve problems using models and drawing a picture
Main Activity:
• Review division
• Introduce a new problem and draw it on the board.
• Show how to use illustrations to solve problems.
• Practice problems in pairs on mini-boards.
• Textbook exercises
Textbooks, worksheets, mini boards, counters, pictures, arrays
State of Minnesota Standards Covered
3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences.
3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Weekly Informational Knowledge Overview - (Students will know...)
• That arrays show both multiplication and division.
• That multiplication and division are opposite operations within a fact family.
• How to use fact families with the multiplication facts of 2, 3, 4, and 5 to help find division facts.
• How to use fact families with the multiplication facts of 6, 7, 8, and 9 to help find division facts.
• The rules for dividing with 1 and zero
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use arrays to division problems.
• Use fact families to show that multiplication and division are opposite operations.
• Use fact families with the multiplication facts of 2, 3, 4, and 5 to help find division facts.
• How to use fact families with the multiplication facts of 6, 7, 8, and 9 to help find division facts.
• Demonstrate the rules for dividing with 1 and zero through working problems.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• That arrays show both multiplication and division.
Language Objective:
• Use arrays to division problems.
Main Activity:
• Math Drill
• Review of the parts of a multiplication and division sentence.
• Present arrays and let them form number sentences for problems.
• Have them check on their book for activity.
• That multiplication and division are opposite operations within a fact family.
Language Objective:
• Use fact families to show that multiplication and division are opposite operations.
Main Activity:
• Math Drill
• Review of the parts of a multiplication and division sentence.
• Present how to reverse a division problem using multiplication to check your work.
• Have them check on their book for activity.
• How to use fact families with the multiplication facts of 2, 3, 4, and 5 to help find division facts.
Language Objective:
• Use fact families with the multiplication facts of 2, 3, 4, and 5 to help find division facts.
Main Activity:
• Math Drill
• Review of the parts of fact families for multiplication/division.
• Present fact families for 2, 3, 4, and 5.
• Have students practice in pairs with mini-boards.
• Have them check on their book for activity.
• How to use fact families with the multiplication facts of 6, 7, 8, and 9 to help find division facts.
Language Objective:
•How to use fact families with the multiplication facts of 6, 7, 8, and 9 to help find division facts
Main Activity:
• Math Drill
• Review of the parts of fact families for multiplication/division.
• Present fact families for 6, 7, 8, and 9
• Have students practice in pairs with mini-boards.
• Have them check on their book for activity.
• Demonstrate the rules for dividing with 1 and zero through working problems.
Main Activity:
• Math Drill
• Present rules for division with 1 and 0
• Have students practice in pairs with mini-boards solving these problems.
• Have them check on their book for activity.
3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. 3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Weekly Informational Knowledge Overview - (Students will know...)
• Form equal groups in arrays and identify leftovers as remainders
• How division is repeated subtraction
• How to relate multiplication and division
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Form equal groups using arrays and translate to a number sentence
• Form a repeated subtraction sentence using arrays and counters
• Identify the relationship of multiplication and division
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Form equal groups using arrays and translate to a number sentence
• Form a repeated subtraction sentence using arrays and counters
Language Objective:
• Identify the parts of a division sentence and its relationships to subtraction and division sentence.
Main Activity:
• Math Drill
• Review of the parts of an addition, subtraction, multiplication and division sentence.
• Present how each of the following are related to each other and how each one built up on each other.
• Present arrays and let them form 4 number sentence for the following using the 4 processes.
• Have them check on their book for activity.
• Form multiplication and division sentence using arrays.
Language Objective:
• Identify the relationship of multiplication and division
Main Activity:
• Math Drill
• Review of the parts of an addition, subtraction, multiplication and division sentence.
• Present how each of the following are related to each other and how each one built up on each other.
• Present arrays and let them form multiplication to division sentence.
• Have them use their min boards for activity mastery
3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences.
3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Weekly Informational Knowledge Overview - (Students will know...)
• How to identify a repeating pattern, and find the section that repeats.
• How to extend a table of repeating numbers.
• How to write math rules for number patterns in a function table.
• How to translate a word problem to a numerical expression.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify a repeating pattern, and find the section that repeats.
• Extend a table of repeating numbers.
• Write math rules for number patterns in a function table.
• Translate a word problem to a numerical expression.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How to identify a repeating pattern, and find the section that repeats.
Language Objective:
• Identify a repeating pattern, and find the section that repeats.
Main Activity:
• Math Drill
• Introduce number patterns
• Present how each to find the repeating part of the pattern.
• Have them use their min boards for activity mastery
• Math Drill
• Review number patterns
• Present how each to extend the pattern.
• Have them use math manipulatives and counters in pairs to create and extend patterns
• Share patterns with the class
• How to write math rules for number patterns in a function table.
Language Objective:
• Write math rules for number patterns in a function table.
Main Activity:
• Math Drill
• Review number patterns
• Show how to analyze patterns and write the rules for each.
• Have them use mini-boards to practice with a partner.
• How to translate a word problem to a numerical expression.
Language Objective:
• Translate a word problem to a numerical expression.
Main Activity:
• Math Drill
• Review number patterns
• Show word problems and demonstrate how to write number sentences.
• Have them create word problems and illustrate. Then write the numerical expression. Students will take turns presenting and letting the class solve.
3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences.
3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Weekly Informational Knowledge Overview - (Students will know...)
• How to extend repeating geometric and whole number patterns involving addition and subtraction
• How to extend tables of ordered pairs for situations involving addition, subtraction and multiplication
• How to write rules for given number patterns
• Write the rule and extend table, given a table of number pairs
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and extend repeating geometric and whole number patterns involving addition and subtract
• Identify and extend tables of ordered pairs for situations involving addition, subtraction and multiplication
• State a rule and extend the table given
• Write the rule and extend table, given a table of number pairs
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and extend repeating geometric and whole number patterns involving addition and subtraction
Language Objective:
• Identify the repeating geometric and number pattern and rule used
Main Activity:
• Review of repeating patterns and how it is seen and used
• Answer the problem of the day and have them identify the pattern used to solve it.
• Present how geometric patterns and whole number patterns are extended using patterns. Identify the process used is it adding or subtracting
• Do the guided practice together and have them do the independent practice in their mini-boards..
Evaluation:
Have them do worksheets with repeating geometric and number patterns
Do practice activities 9-3 of their homework packets
Learning Objective:
• Identify and extend tables of ordered pairs for situations involving addition, subtraction and multiplication
Language Objective:
• Identify the repeating geometric and number pattern and rule used
Main Activity:
• Unlock vocabulary words
• Present different patterns of geometric figures and numbers and ask how to find out the next part of the series.
• Present how observation and ordering is done to be able to solve the problem.
• Introduce how to write the rule in solving sequence of numbers and figures
• Do activity in their textbook
Evaluation:
Answer worksheets on writing rule in sequencing numbers and figures
Do practice activities 9-4 of their homework packets
Learning Objective:
• Identify and extend tables of ordered pairs for situations involving addition, subtraction and multiplication
Language Objective:
• State a rule and extend the table given
Main Activity:
• Do drills of repeating geometric and numerical patterns and sequence
• Ask them how they have come up with their answer.
• Present how to state a rule to be able to extend a table
• Have them work on the activities and practice in their mini boards
• Have them identify how to extend sequence and tables correctly
Do practice activities 9-5 of their homework packets
Learning Objective:
• Identify and extend tables of ordered pairs for situations involving addition, subtraction and multiplication
• State a rule and extend the table given
Language Objective:
• Write the rule and extend table, given a table of number pairs
Main Activity:
• Identify patterns and sequence in a series.
• Have a review activity of stating rules in a pattern
• Present the problem of the day and relate to stating and writing a rule in a given table
• Present how to state a rule to be able to extend a table
• Have them work on the activities and practice in their mini boards
• Have them identify how to extend sequence and tables correctly.
• Assess lesson learned in identifying sequence and patterns
Language Objective:
Main Activity:
• Review of analyzing patterns and figures. Ask how to state the rule for the series
• Remind them of how to take a test and activity
• Administer the test.
3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division. 3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
Weekly Informational Knowledge Overview - (Students will know...)
• solid figures by name and describe their attributes
• shapes related to given solids
• lines and line segments and explore their different relationships
• angles and kinds of angles
• how to make a creative output using the different solid figures
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify solid figures by name and describe their attributes
• Identify shapes related to given solids
• Identify lines and line segments and explore their different relationships
• Identify and classify angles in relation to right angles
• Make a creative output using the different solid figures
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• solid figures by name and describe their attributes
• shapes related to given solids
Language Objective:
• Identify solid figures by name and describe their attributes
• Identify shapes related to given solids
Main Activity:
• Introduce solid figures- pass around models or items shaped like each shape for kids to touch/feel.
• Present names of solid shapes and have class help match each item to its proper name.
• Have them work on the exercises in their textbook Have them do worksheet.
• solid figures by name and describe their attributes
• shapes related to given solids
Language Objective:
• Identify solid figures by name and describe their attributes
• Identify shapes related to given solids
Main Activity:
• Put some shapes in a bag and have students reach in and try to determine what it is by the way it feels.
• Review names by lining up the items on the floor and matching word cards to each. Kids can take turns doing this.
• Have them work on the exercises in their textbook Have them do worksheet.
• lines and line segments and explore their different relationships
Language Objective:
• Identify lines and line segments and explore their different relationships
Main Activity:
• Review names of solid shapes.
• Introduce lines and line segments.
• Practice on mini-boards.
• Have them work on the exercises in their textbook Have them do worksheet.
• Identify and classify angles in relation to right angles
Main Activity:
• Review names of solid shapes, lines and line segments.
• Practice on mini-boards with a partner drawing different kinds of angles
• Have them work on the exercises in their textbook Have them do worksheet.
• How to make a creative output using the different solid figures Main Activity:
Language Objective:
• Make a creative output using the different solid figures
Main Activity:
• Review names of solid shapes, lines and line segments, and angles.
• Provide paper, yarn, and other craft items for students to make a free form art project incorporating solids, shapes, lines, and angles. Show some of the work of Kandinsky for inspiration.
Evaluation:
Check if the concept is learned and mastered- share art.
3.3.1.1 Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids.
3.3.1.2 Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons.
Weekly Informational Knowledge Overview - (Students will know...)
• Congruent figures and motion
• The line of Symmetry
• Drawing shapes and lines of symmetry
• Solve problems using objects
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify congruent figures and determine whether they have created by slides, flip or turn
• Identify lines of symmetry
• Create one or more lines of symmetry
• Use a tangram to solve problems
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Congruent figures and motion
Language Objective:
• Describe congruent figures and determine whether they have been created by slides, flip or turn
Main Activity:
• Have a game of matching congruent figures.
• Unlock vocabulary words and present pictures and determine if they are congruent or not.
• Introduce flip, turn and slide, as the motions that objects can do but still are congruent.
• Provide examples and identify which are congruent or not and determine the movement made.
• Do exercises in their textbook.
Evaluation:
Do worksheets on flip, turn and slide
Vocabulary:
Congruent, translation, reflection, rotation, flip, slide, turn, line of symmetry, symmetry
Homework:
Do homework sheets 11-1 Re teaching and practice
Learning Objective:
• Identify lines of symmetry
Language Objective:
• Explain what a line of symmetry is.
Main Activity:
• Review symmetrical figures- flip, turn and slide, as the motions that objects can do but still are congruent.
• Provide examples and identify where the line of symmetry is.
• Do exercises in their textbook.
Evaluation:
Do worksheets on the line of symmetry
Vocabulary:
Congruent, translation, reflection, rotation, flip, slide, turn, line of symmetry, symmetry
Homework:
Do homework sheets 11-2 Re teaching and practice
Learning Objective:
• Drawing shapes and lines of symmetry
Language Objective:
• Create one or more lines of symmetry
Main Activity:
Activity:
• Review symmetrical figures- flip, turn and slide, as the motions that objects can do but still are congruent.
• Provide examples and identify where the line of symmetry is.
• Have students use min-boards to practice creating symmetrical figures with small groups.
• Do exercises in their textbook.
Evaluation:
Observation of group work and workseets
Vocabulary:
Congruent, translation, reflection, rotation, flip, slide, turn, line of symmetry, symmetry
Homework:
Do homework sheets 11-3 Re teaching and practice
Learning Objective:
• Solve problems using objects
Language Objective:
• Solve problems using paper/ other materials if desired
Main Activity:
• Review symmetrical figures- the line of symmetry
• Have students use paper to create symmetrical figures and fold along the line of symmetry.
• Do exercises in their textbook.
Evaluation:
Observation and text book problems
Vocabulary:
Congruent, translation, reflection, rotation, flip, slide, turn, line of symmetry, symmetry
Homework:
Do homework sheets 11-4 Re teaching and practice
Learning Objective:
• Solve problems using objects
Language Objective:
• Use a tangram to solve problems
Main Activity:
• Review symmetrical figures- the line of symmetry
• Have students use paper figures from yesterday and create a collage or mobile.
• Use tangrams to create shapes
Evaluation:
Observation, completion of symmetrical art pieces
Vocabulary:
Congruent, translation, reflection, rotation, flip, slide, turn, line of symmetry, symmetry
Homework:
Materials / Resources (including technology)
Textbooks, mini-board, TV projector, worksheets
State of Minnesota Standards Covered
3.3.1.1 Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids.
3.3.1.2 Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons.
Weekly Informational Knowledge Overview - (Students will know...)
• That fractions show a part of a whole.
• That the parts of a fraction all have to be equal to each other in size but not necessarily equal in shape.
• How to find the parts of a fraction represented by pictures.
• The definitions of numerator and denominator
• How to find fractional parts of a set.
• How to estimate fractions using “benchmarks”.
• How to find equivalent fractions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explain that fractions show a part of a whole.
• Explain that the parts of a fraction all have to be equal to each other in size but not necessarily equal in shape.
• Find the parts of a fraction represented by pictures.
• Define numerator and denominator.
• Find fractional parts of a set.
• Estimate fractions using “benchmarks”.
• Find equivalent fractions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• That fractions show a part of a whole.
• That the parts of a fraction all have to be equal to each other in size but not necessarily equal in shape.
Language Objective:
• Explain that fractions show a part of a whole.
• Explain that the parts of a fraction all have to be equal to each other in size but not necessarily equal in shape.
Main Activity:
• Introduce the unit on fractions
• Answer the problem of the day and use students to tell fraction story problems.
• Do the guided practice together and have them do the independent practice in their mini-boards..
Do practice activities 9-3 of their homework packets
Learning Objective:
• How to find the parts of a fraction represented by pictures.
Language Objective:
• Find the parts of a fraction represented by pictures.
Main Activity:
• Unlock vocabulary words
• Present how to interpret the fraction using the pictures.
• Introduce draw a fraction using shading of a shape.
• Do activity in their textbook
Evaluation:
Answer worksheets on writing rule in sequencing numbers and figures
Do practice activities 9-4 of their homework packets
Learning Objective:
• The definitions of numerator and denominator
Language Objective:
• Define numerator and denominator.
Main Activity:
• Introduce terms- numerator and denominator
• Ask them to write fractions on mini-boards using these terms as guidance.
• Have them work with a partner and practice in their mini boards
Do practice activities 9-5 of their homework packets
Learning Objective:
• How to find fractional parts of a set.
Language Objective:
• Find fractional parts of a set.
Main Activity:
• Identify parts of a set and how to express that in a fraction.
• Present the problem of the day and solve together
• Have them work on the activities and practice in their mini boards
Vocabulary cards, textbook, ppt, mini-boards, ruler, worksheets, fraction pieces, games
State of Minnesota Standards Covered
3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. 3.1.3.2 Understand that the size of a fractional part is relative to the size of the whole. 3.1.3.3 Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator.
Weekly Informational Knowledge Overview - (Students will know...)
• How to find the simplest form of a fraction.
• How to use a model to compare fractions.
• The definition of mixed numbers.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Find the simplest form of a fraction.
• Use a model to compare fractions.
• Define “mixed numbers”.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How to find the simplest form of a fraction.
Language Objective:
• Find the simplest form of a fraction.
Main Activity:
• Math Drill
• Present how to reduce a fraction to its simplest form.
• Textbook problems for practice
3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. 3.1.3.2 Understand that the size of a fractional part is relative to the size of the whole. 3.1.3.3 Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator.
Weekly Informational Knowledge Overview - (Students will know...)
• That decimals are another way to write fractions.
• The function of and proper use of a decimal point.
• How American money is based on the decimal system.
• How to add and subtract money.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explain how decimals are another way to write fractions.
• Place the decimal point properly to denote tenths and hundredths places.
• Explain how American money is based on the decimal system.
• Add and subtract money.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• That decimals are another way to write fractions.
• The function of and proper use of a decimal point.
Language Objective:
• Explain how decimals are another way to write fractions.
• Place the decimal point properly to denote tenths and hundredths places.
Main Activity:
• Explain how decimals are another way to write fractions.
• Practice converting decimals to fractions on mini-boards.
• Show students how to place the decimal point properly to denote tenths and hundredths places.
Evaluation:
Worksheets
Vocabulary:
Fractions, decimals, ones, tens, hundreds, thousands, tenths, one hundredths, one thousandths, Penny, nickel, dime, quarter, half-dollar, dollar, decimal point.
Homework:
Learning Objective:
• How American money is based on the decimal system
Language Objective:
• Explain how American money is based on the decimal system.
Main Activity:
• Review decimal points
• Show students how to use the decimal point to represent dollars and cents.
• Review the names and amounts of coins.
• Practice money problems in worksheets.
Evaluation:
worksheets
Vocabulary:
Fractions, decimals, ones, tens, hundreds, thousands, tenths, one hundredths, one thousandths, Penny, nickel, dime, quarter, half-dollar, dollar, decimal point.
Homework:
Learning Objective:
• How to add and subtract money.
Language Objective:
• Add and subtract money.
Main Activity:
• Review how to use the decimal point to represent dollars and cents.
• Review the names and amounts of coins.
• Use play money to act out addition and subtraction problems with a partner
Evaluation:
Observation of group work
Vocabulary:
Fractions, decimals, ones, tens, hundreds, thousands, tenths, one hundredths, one thousandths, Penny, nickel, dime, quarter, half-dollar, dollar, decimal point.
Homework:
Learning Objective:
• How to add and subtract money.
Language Objective:
• Add and subtract money.
Main Activity:
• Review the names and amounts of coins.
• Use play money to create an addition or subtraction story problem involving money.
• Encourage students to include illustrations, sentences, pictures of the denominations of bills, coins, and multiple step problems- they will continue Friday.
Evaluation:
Vocabulary:
Fractions, decimals, ones, tens, hundreds, thousands, tenths, one hundredths, one thousandths, Penny, nickel, dime, quarter, half-dollar, dollar, decimal point.
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
• How to add and subtract money.
Language Objective:
• Add and subtract money.
Main Activity:
• Students will continue working on their addition or subtraction story problem involving money.
• Share story problems with the class. Solve together.
Evaluation:
Observation, student created problems
Vocabulary:
Fractions, decimals, ones, tens, hundreds, thousands, tenths, one hundredths, one thousandths, Penny, nickel, dime, quarter, half-dollar, dollar, decimal point.
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.1.1 Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. 3.1.1.2 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones.
3.1.2.2 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences.
3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
3.3.3.3 Make change up to one dollar in several different ways, including with as few coins as possible.
Weekly Informational Knowledge Overview - (Students will know...)
• How to measure objects using inches, feet, yards, and miles.
• How to measure fractions of an inch.
• How to convert one unit of length to another.
• How to measure capacity using cups, pints, quarts, and gallons.
• How to convert one unit of capacity to another.
• How to choose the best unit for measuring a given volume.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Measure objects using inches, feet, yards, and miles.
• Measure fractions of an inch.
• Convert one unit of length to another.
• Measure capacity using cups, pints, quarts, and gallons.
• Convert one unit of capacity to another.
• Choose the best unit for measuring a given volume.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
• How to measure objects using inches, feet, yards, and miles.
Language Objective:
• Measure objects using inches, feet, yards, and miles.
Main Activity:
• Introduce how to measure objects using inches, feet, yards, and miles.
• Let students use rulers to measure classroom items.
• Practice in textbook
Evaluation:
Textbook problems
Vocabulary:
capacity
Inches, feet, yards, and miles cups, pints, quarts, gallons. volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to measure fractions of an inch.
• How to convert one unit of length to another.
Language Objective:
• Measure fractions of an inch.
• Convert one unit of length to another.
Main Activity:
• Show students how to measure fractions of an inch.
• Practice measuring items with accuracy.
• Provide a collection of items to measure. Students will record their measurements with their group to see if they came up with the same answer.
Evaluation:
Measurement recording sheet
Vocabulary:
Inches, feet, yards, and miles cups, pints, quarts, gallons. volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to measure capacity using cups, pints, quarts, and gallons
Language Objective:
• Measure capacity using cups, pints, quarts, and gallons.
Main Activity:
• Introduce capacity using cups, pints, quarts, and gallons.
• Provide students measuring tools and a recipe for goop, play-do, or punch, or??
• Have them work in teams to measure the items and make the recipe.
Evaluation:
Observation
Vocabulary:
Inches, feet, yards, and miles cups, pints, quarts, gallons. volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to convert one unit of capacity to another
Language Objective:
• Convert one unit of capacity to another
Main Activity:
• Review capacity using cups, pints, quarts, and gallons.
• Provide students measuring tools and practice seeing how many pints in a quart, quarts in a gallon etc. by measuring water in buckets outside.
• Practice measurement conversions in worksheets
Evaluation:
Observation, worksheets.
Vocabulary:
Inches, feet, yards, and miles cups, pints, quarts, gallons. volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to choose the best unit for measuring a given volume.
Language Objective:
• Choose the best unit for measuring a given volume.
Main Activity:
• Review capacity using cups, pints, quarts, and gallons.
• Quiz students on best unit to measure for various things, write answers on whiteboards and then compare answers with a partner.
• Practice measurement in worksheets
Evaluation:
Worksheets
Vocabulary:
Inches, feet, yards, and miles cups, pints, quarts, gallons. volume, ounces, pounds, weight, and tons
Homework:
Materials / Resources (including technology)
Measuring cups and spoons, quart and gallon containers, ingredients for a recipe to make in class ( your Choice), rulers, text book, worksheets
State of Minnesota Standards Covered
3.3.2.1 Use half units when measuring distances. 3.3.2.3 Measure distances around objects.
Weekly Informational Knowledge Overview - (Students will know...)
• How to measure weight using ounces, pounds, and tons.
• How to choose the best unit for measuring a given weight.
• How to convert one unit of weight to another.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Measure weight using ounces, pounds, and tons.
• Choose the best unit for measuring a given weight.
• Convert one unit of weight to another.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How to measure weight using ounces, pounds, and tons.
Language Objective:
• Measure weight using ounces, pounds, and tons.
Main Activity:
• Introduce how to measure weight using ounces, pounds, and tons.
• Have students work with weights and balance scales to weigh some classroom items.
• Record the weight they measured and compare with other groups
Evaluation:
Observation of measuring exploration
Vocabulary:
Inches, feet, yards, and miles cups, pints, quarts, gallons, volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to measure weight using ounces, pounds, and tons.
Language Objective:
• Measure weight using ounces, pounds, and tons.
Main Activity:
• Review how to measure weight using ounces, pounds, and tons.
• Have students work with weights and balance scales to weigh some more classroom items.
• Do practice worksheets on weight.
Evaluation:
worksheets
Vocabulary:
capacity
Inches, feet, yards, and miles cups, pints, quarts, gallons, volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to choose the best unit for measuring a given weight.
Language Objective:
• Choose the best unit for measuring a given weight.
Main Activity:
• Review how to measure weight using ounces, pounds, and tons.
• Have students think about what measurement would work best for an apple, computer, elephant etc. Have them write answers on mini-boards
• Do practice worksheets on weight.
Evaluation:
Worksheets
Vocabulary:
capacity
Inches, feet, yards, and miles cups, pints, quarts, gallons, volume, ounces, pounds, weight, and tons
Homework:
Learning Objective:
• How to convert one unit of weight to another.
Language Objective:
• Convert one unit of weight to another.
Main Activity:
• Review how to measure weight using ounces, pounds, and tons.
• Show students how to convert one weight measurement to another. Have them work in groups to create weight conversion posters. Use pictures of real items to demonstrate relative weights.
• Share posters with the class and display.
Evaluation:
Student made posters, group work
Vocabulary:
capacity
Inches, feet, yards, and miles cups, pints, quarts, gallons, volume, ounces, pounds, weight, and tons
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Measuring cups and spoons, quart and gallon containers, ingredients for a recipe to make in class ( your Choice), rulers, text book, worksheets
State of Minnesota Standards Covered
3.4.1.1 Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units.
Weekly Informational Knowledge Overview - (Students will know...)
• How to measure objects using cm, dm, and km.
• How to estimate to the closest cm.
• How to convert from one metric unit of length to another.
• How to measure capacity using ml and liters.
• How to convert ml to liters and vice versa.
• How to choose the best metric unit for measuring a given volume.
• How to measure mass (weight) using grams and kilograms.
• How to choose the best metric unit for measuring a given mass.
• How to convert grams to kg and vice versa.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Measure objects using cm, dm, and km.
• Estimate to the closest cm.
• Convert from one metric unit of length to another.
• Measure capacity using ml and liters.
• Convert ml to liters and vice versa.
• Choose the best metric unit for measuring a given volume.
• Measure mass (weight) using grams and kilograms.
• Choose the best metric unit for measuring a given mass.
• Convert grams to kg and vice versa
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How to measure objects using cm, dm, and km.
• How to estimate to the closest cm.
• How to convert from one metric unit of length to another.
Language Objective:
• Measure objects using cm, dm, and km.
• Estimate to the closest cm.
• Convert from one metric unit of length to another.
Main Activity:
• Introduce how to measure objects using cm, dm, and km.
• Show how to estimate to the closest cm.
• Practice around the class using metric rulers.
• Convert from one metric unit of length to another Do exercises in their textbook.
Evaluation:
Do worksheets
Vocabulary:
cm, dm, km, length, ml, liters, volume, grams and kilograms
Homework:
Do homework sheets 11-1 Re teaching and practice
Learning Objective:
• How to measure capacity using ml and liters.
• How to convert ml to liters and vice versa.
• How to choose the best metric unit for measuring a given volume.
Language Objective:
• Measure capacity using ml and liters.
• Convert ml to liters and vice versa.
• Choose the best metric unit for measuring a given volume.
Main Activity:
• Introduce how to measure capacity using ml and liters.
• Practice by using metric measurements to explore with water.
• Convert from one metric unit of length to another Do exercises in their textbook.
Evaluation:
Textbook pages
Vocabulary:
cm, dm, km, length, ml, liters, volume, grams and kilograms
Homework:
Do homework sheets -Re teaching and practice
Learning Objective:
• How to measure mass (weight) using grams and kilograms.
• How to choose the best metric unit for measuring a given mass.
• How to convert grams to kg and vice versa.
Language Objective:
• Measure mass (weight) using grams and kilograms.
• Choose the best metric unit for measuring a given mass.
• Convert grams to kg and vice versa
Main Activity:
• Show how to measure mass (weight) using grams and kilograms.
• Choose the best metric unit for measuring a given mass.
• Provide examples and student will write on their mini-boards the best unit to use.
• Convert grams to kg and vice versa.
• Have students weigh classroom items using balance scales and metric weights.
• Record answers and compare.
Evaluation:
Recorded weights, observation of group work
Vocabulary:
cm, dm, km, length, ml, liters, volume, grams and kilograms
Homework:
Do homework sheets -Re teaching and practice
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Customary and Metric measurements
Language Objective:
Main Activity:
Review and exam
Evaluation:
Unit test
Vocabulary:
cm, dm, km, length, ml, liters, volume, grams and kilograms
Homework:
Do homework sheets-Re teaching and practice
Materials / Resources (including technology)
Measuring cups and containers in metric units, rulers, text book, worksheets
State of Minnesota Standards Covered
3.4.1.1 Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. 3.3.2.3 Measure distances around objects.
Weekly Informational Knowledge Overview - (Students will know...)
• The definition of perimeter.
• How to find the perimeter of a figure by counting unit segments and by adding lengths of sides.
• That different shapes can have the same perimeter.
• The definition of area.
• How to find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
• How to estimate and measure area, including figures with partial units.
• The definition of volume.
• How to find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Define perimeter.
• Find the perimeter of a figure by counting unit segments and by adding lengths of sides.
• Draw different shapes that have the same perimeter.
• Define area.
• Find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
• Estimate and measure area, including figures with partial units.
• Define volume.
• Find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• The definition of perimeter.
• How to find the perimeter of a figure by counting unit segments and by adding lengths of sides.
• That different shapes can have the same perimeter.
Language Objective:
• Define perimeter.
• Find the perimeter of a figure by counting unit segments and by adding lengths of sides.
• Draw different shapes that have the same perimeter.
Main Activity:
• Introduce perimeter perimeter.
• Show students how to find the perimeter of a figure by counting unit segments and by adding lengths of sides.
• Draw different shapes that have the same perimeter.
Evaluation:
Student drawings
Vocabulary:
Perimeter, area, volume
Homework:
Learning Objective:
• The definition of area.
• How to find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
• How to estimate and measure area, including figures with partial units.
Language Objective:
• Define area.
• Find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
• Estimate and measure area, including figures with partial units.
Main Activity:
• Introduce area.
• Show students how to find the area of a figure by counting its square units or by thinking of the grid pattern as an array.
• Demonstrate how to estimate and measure area, including figures with partial units.
• Practice with mini-boards.
Evaluation:
Observation of mini-board work
Vocabulary:
Perimeter, area, volume
Homework:
Learning Objective:
• Define volume.
• Find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
Language Objective:
• Define volume.
• Find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
Main Activity:
• Introduce volume.
• Show how to find volume by counting its cubes and by thinking of the cubes as a pattern in an array, and adding the number of layers in the object.
• Have students practice with cubes making 3 dimensional stacked figures and calculating volume.
Evaluation:
Observation of group work
Vocabulary:
Perimeter, area, volume
Homework:
Learning Objective:
Review perimeter, area, volume
Language Objective:
Practice perimeter, area, volume
Main Activity:
• Have students practice perimeter, are, and volume using worksheets and cubes if needed.
3.3.2.1 Use half units when measuring distances. 3.3.2.2 Find the perimeter of a polygon by adding the lengths of the sides. 3.3.2.3 Measure distances around objects.
Weekly Informational Knowledge Overview - (Students will know...)
• When to use “a.m.” and “p.m.”
• The units of time—seconds, minutes, hours, days, week, years
• How to describe the time of day four ways—using digits, “half past”, “quarter to” or
• “Quarter past”, or “ ____ to __:00”
• How to read and write Roman numerals.
• How to tell time to the nearest minute.
• How to convert between units of time.
• How to calculate elapsed time
• How to determine both degrees Fahrenheit and degrees Celsius on a thermometer.
• How to determine “relative temperature” to make decisions concerning outdoor activities.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use “a.m.” and “p.m.” when writing time of day.
• Explain how the units of time—seconds, minutes, hours, days, week, and years—are related.
• Describe the time of day four ways—using digits, “half past”, “quarter to” or “quarter past”, or “ ____ to __:00”
• Read and write Roman numerals.
• Tell time to the nearest minute
• Convert between units of time.
• Calculate elapsed time
• Determine both degrees Fahrenheit and degrees Celsius on a thermometer.
• Determine “relative temperature” to make decisions concerning outdoor activities.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• When to use “a.m.” and “p.m.”
• The units of time—seconds, minutes, hours, days, week, years
• How to describe the time of day four ways—using digits, “half past”, “quarter to” or
• “Quarter past”, or “ ____ to __:00”
Language Objective:
• Use “a.m.” and “p.m.” when writing time of day.
• Explain how the units of time—seconds, minutes, hours, days, week, and years—are related.
• Describe the time of day four ways—using digits, “half past”, “quarter to” or “quarter past”, or “ ____ to __:00”
Main Activity:
• Show how to use “a.m.” and “p.m.” when writing time of day.
• Explain how the units of time—seconds, minutes, hours, days, week, and years—are related.
• Use mini-clocks to pose and solve time questions using half past”, “quarter to” or “quarter past, as well as digital time.
Evaluation:
worksheets
Vocabulary:
Homework:
Learning Objective:
• How to read and write Roman numerals.
• How to tell time to the nearest minute.
Language Objective:
• Read and write Roman numerals.
• Tell time to the nearest minute
Main Activity:
• Model how to read and write Roman numerals.
• Practice on mini-boards
• Tell time to the nearest minute
• Complete roman numeral and time worksheets
Evaluation:
worksheets
Vocabulary:
Homework:
Learning Objective:
• How to convert between units of time.
• How to calculate elapsed time
Language Objective:
• Convert between units of time.
• Calculate elapsed time
Main Activity:
• Practice on mini-boards how to convert between units of time.
• Pose and solve story problems related to elapsed time
• Time worksheets
Evaluation:
worksheets
Vocabulary:
Homework:
Learning Objective:
• How to determine both degrees Fahrenheit and degrees Celsius on a thermometer.
• How to determine “relative temperature” to make decisions concerning outdoor activities.
Language Objective:
• Determine both degrees Fahrenheit and degrees Celsius on a thermometer.
• Determine “relative temperature” to make decisions concerning outdoor activities.
Main Activity:
• Place thermometers inside and outside and compare temperatures.
• Complete textbook pages on temperature.
Evaluation:
Textbook work
Vocabulary:
Fahrenheit, Celsius, thermometer.
Homework:
Learning Objective:
Unit review and practice
Language Objective:
Main Activity:
• UNIT TEST
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.3.3.1 Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute.
3.3.3.2 Know relationships among units of time 3.3.3.4 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius.
Weekly Informational Knowledge Overview - (Students will know...)
• How to use mental math with multiples of 10 to answer multiplication problems.
• How to estimate products.
• How to use arrays and blocks to illustrate multiplication of big numbers.
• How to use the distributive property and mental math to find the products of greater numbers.
• How to regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then add.)
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use mental math with multiples of 10 to answer multiplication problems.
• Estimate products.
• Use arrays and blocks to illustrate multiplication of big numbers.
• Use the distributive property and mental math to find the products of greater numbers.
• Regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How to use mental math with multiples of 10 to answer multiplication problems.
Language Objective:
• Use mental math with multiples of 10 to answer multiplication problems
Main Activity:
• Math drill
• Show how to use mental math with multiples of 10 to answer multiplication problems.
• Practice using mini-boards
• Worksheets on mental math
Evaluation:
Worksheets
Vocabulary:
Estimate, regroup, tens, ones
Homework:
Learning Objective:
• How to estimate products.
Language Objective:
• Estimate products.
Main Activity:
• Math drill
• Show how to estimate products.
• Practice using mini-boards
• Worksheets
Evaluation:
Worksheets
Vocabulary:
Estimate, regroup, tens, ones
Homework:
Learning Objective:
• How to use arrays and blocks to illustrate multiplication of big numbers.
Language Objective:
• Use arrays and blocks to illustrate multiplication of big numbers.
Main Activity:
• Math drill
• Show how to use arrays and blocks to illustrate multiplication of big numbers.
• Practice using counting cubes and base ten blocks in centers, rotate
Evaluation:
Observation of center work
Vocabulary:
Estimate, regroup, tens, ones
Homework:
Learning Objective:
• How to use the distributive property and mental math to find the products of greater numbers
Language Objective:
• Use the distributive property and mental math to find the products of greater numbers.
Main Activity:
• Math drill
• Show how to use the distributive property and mental math to find the products of greater numbers.
• Practice using mini-boards with a partner
• Do textbook pages on distributive property
Evaluation:
Worksheets
Vocabulary:
Estimate, regroup, tens, ones
Homework:
Learning Objective:
• How to regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then add)
Language Objective:
• Regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then add)
Main Activity:
• Math drill
• Show how to regroup to multiply 2- and 3-digit numbers by a 1-digit number (regroup ones as tens and ones, multiply, then add)
• Do textbook pages on regrouping
Evaluation:
Worksheets
Vocabulary:
Estimate, regroup, tens, ones
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, mini-boards, base ten blocks, math cubes
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division.
3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
3.1.2.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties.
Weekly Informational Knowledge Overview - (Students will know...)
-How to use powers of 10 to help find quotients.
-How to estimate quotients using division facts and mental math.
-How to draw symbols to represent greater numbers, then use place value to help divide.
-How to use the traditional division algorithm.
-The definition of remainder.
Weekly Procedural Knowledge Overview - (Students will be able to...)
-Use powers of 10 to help find quotients.
-Estimate quotients using division facts and mental math.
-Draw symbols to represent greater numbers, then use place value to help divide.
-Calculate using the traditional division algorithm.
-Define “remainder”.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
How to use powers of 10 to help find quotients.
Language Objective:
Use powers of 10 to help find quotients
Main Activity:
• Math drill
• Show how to use powers of 10 to help find quotients.
• Practice using mini-boards
• Worksheets on powers of 10
Evaluation:
Worksheets
Vocabulary:
Remainder, quotient, algorithm,
Homework:
Learning Objective:
How to estimate quotients using division facts and mental math.
The definition of remainder.
Language Objective:
-Estimate quotients using division facts and mental math.
-Define “remainder”.
Main Activity:
• Math drill
• Show how to estimate quotients using division facts and mental math
• Practice using mini-boards
• Worksheets on estimating quotients
Evaluation:
worksheets
Vocabulary:
Remainder, quotient, algorithm,
Homework:
Learning Objective:
How to draw symbols to represent greater numbers, then use place value to help divide.
Language Objective:
Draw symbols to represent greater numbers, then use place value to help divide.
Main Activity:
• Math drill
• Show how to draw symbols to represent greater numbers, then use place value to help divide
• Practice drawing symbols with a partner.
• Worksheets
Evaluation:
Worksheets
Vocabulary:
Remainder, quotient, algorithm,
Homework:
Learning Objective:
-How to use the traditional division algorithm.
Language Objective:
• Calculate using the traditional division algorithm
Main Activity:
• Math drill
• . Show how to use the traditional division algorithm
• Review unit 14a/14b for test tomorrow
• Worksheets
Evaluation:
Worksheets/review
Vocabulary:
Remainder, quotient, algorithm,
Homework:
Learning Objective:
- Unit Review- 14a-14b
Language Objective:
Main Activity:
• Unit Test
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between
multiplication and division.
3.1.2.4 Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems.
3.1.2.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties.