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    Week 6 Math Plans

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    api-576899685
    The document outlines a week of math lessons for third grade students, including objectives, assessments, and step-by-step instructions for lessons on identifying number patterns, solving multiplication and division equations, and solving two-step word problems using addition, subtraction, multiplication and division. Lessons follow a model-practice-exit ticket structure and include opportunities for independent practice, cooperative group work, and assessments.

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    Week 6 Math Plans

    Uploaded by

    api-576899685
    45 views4 pages
    The document outlines a week of math lessons for third grade students, including objectives, assessments, and step-by-step instructions for lessons on identifying number patterns, solving multiplication and division equations, and solving two-step word problems using addition, subtraction, multiplication and division. Lessons follow a model-practice-exit ticket structure and include opportunities for independent practice, cooperative group work, and assessments.

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    The document outlines a week of math lessons for third grade students, including objectives, assessments, and step-by-step instructions for lessons on identifying number patterns, solving multiplication and division equations, and solving two-step word problems using addition, subtraction, multiplication and division. Lessons follow a model-practice-exit ticket structure and include opportunities for independent practice, cooperative group work, and assessments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    45 views4 pages

    Week 6 Math Plans

    Uploaded by

    api-576899685
    The document outlines a week of math lessons for third grade students, including objectives, assessments, and step-by-step instructions for lessons on identifying number patterns, solving multiplication and division equations, and solving two-step word problems using addition, subtraction, multiplication and division. Lessons follow a model-practice-exit ticket structure and include opportunities for independent practice, cooperative group work, and assessments.

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    You are on page 1of 4

    Math 1:05-2:05 (Intern starts teaching math block Wednesday)

    Standards Objective(s) Assessment Brief Step by Step

    M- MA.3.AR.2.2 SWBAT: Identify, create, and Topic 9 Journal Review 9.1 and 9.2 anchor charts
    Review MA.3.AR.3.3 extend number patterns. Quiz Students take Topic 9 Journal Quiz
    9.1 and MA.3.AR.3.1
    9.2 SWBAT: Identify whether an
    equation involving
    multiplication and/or division is
    true or false.

    T- 9.3 MA.3.AR.2.3 SWBAT: Determine the Exit Ticket Model:


    Solve unknown 4=20/x 9xf=27 (3)
    Multiplicati pg.424 (#13) 32=q x 8 (4)
    on and 8=40/m (5)
    Division d/3=6 (18)
    Equations Model pg.424 (#10)

    Cooperative Learning
    b/4=7 (28)
    72=px9
    pg.424 (#11)

    Exit Ticket
    4=20/x
    pg.424 (#13)

    W- 9.5 MA.3.AR.1.2 SWBAT: solve two step real Call students to the carpet bringing their
    Solve Two world problems that include math journals. Remind students of
    Step Real multiplication and/or division. expectations while they’re at the carpet: math
    World journals and pencils are sitting down next to
    Problems: us, not in our hands.
    Multiplicati
    on and Model (20 mins)
    division. Present the Anchor Chart to students. Read
    the problem and explain the visuals of the
    apples in each bag. Model a think-aloud
    process of steps to take to solve: 1st read the
    problem carefully, 2nd stop and think about
    what you are being asked to solve, 3rd
    underline facts that you need to help solve
    the problem, 4th draw a picture or bar diagram
    to help you solve, 5th write a number sentence
    for the problem, 6th solve and show your
    work.
    Model multiplication and division strategies
    used to solve. Use a think aloud process
    during this.

    Do an additional model and use a think aloud


    process while solving. Show steps on anchor
    chart
    Eric saves $4 each week. After 6 weeks, he
    spends all the money he saved on 3 items.
    Each item cost the same amount. How much
    does each item cost?

    Cooperative Learning (15 mins)

    (This will be written on the anchor chart)


    There are 8 students in 2 school vans with
    the same number of students in each van.
    The admission fee for each student is $5.
    What is the total admission fee for all the
    students in one van?
    Set a timer for 3-5 mins for students to solve.
    After timer goes off, use class dojo
    randomizer to call on students to share the
    multiplication equation they wrote.
    Exit Ticket off the Floor (10 mins)

    Johnathan saves $4 each week. After 9


    weeks, he spends all the money he saved on
    3 items. Each item cost the same amount.
    How much does each item cost?

    If correct student return to their desk and


    work on the problems in their book on pg.
    432. If incorrect, student stays on the carpet
    and works on more practice problems.

    Th- 9.4 MA.3.AR.1.2 SWBAT: solve two step real Model:


    Solve Two world problems that include Solve and share (pg. 425)
    Step Real addition and/or subtraction.
    World Cooperative Learning
    Problems: Pg. 427 (#3)
    Addition Pg. 427 (#4)
    and
    subtractio Exit Ticket
    n Practice book pg. 143

    Chidi has 875 building pieces in all. He gives


    his castle set to a friend. Chidi then buys a
    new set of helicopter building pieces. How
    many building pieces does he have now?

    Castle set- 257 pieces


    Helicopter set- 229 pieces

    F- 9.6 MA.3.AR.1.2 SWBAT: solve two step real Model:


    Solve Two world problems that include all Solve and Share (pg. 433)
    Step Real operations.
    World Cooperative Learning
    Problems: Pg. 435 (#3)
    All Pg. 435 (#4)
    operations
    Exit Ticket
    Pg. 435 (#5)

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