Common Core Mathematics Lesson Plan
Grade: 3rd Grade Teacher: Date10/17-21/16
Monday **For this week, it is important that students learn and be able to explain the pattern, not just complete the pattern. In their explanations, they should include words like increasing, decreasing, skip counting by…, even, odd, consecutive, and sequential. Add these words to your math vocabulary word wall as you introduce/reintroduce them. Use the videos to teach/review associative property. Engage NY didn’t offer a lot.
Unwrapped Standards/Daily Outcome:3 OA.5 Apply properties of operations as strategies to multiply and divide.
Standards Clarification: 3.OA.5 commutative, distributive, and associative properties
3.OA.9 Identify arithmetic patterns.
Problem of the Day: 3 OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, and arrays by using drawings and equations with a symbol for the unknown number to represent the problem.
Standards Clarification: 3.OA.3 Multiplication & division word problems (all 4 types required for 3rd grade)
Fluency: 3OA.7 Fluently multiply and divide within 100, using strategies.
Standards Clarification: 3.OA.7 2s, 4s, and 8s / Mathematical Practices:
Make sense of problems and persevere to solve them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others/
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning. / Essential Question:
- Can I use the associative property to solve problems?
- Can I use properties of multiplication to explain patterns?
Lesson Target:
- I can use the associative property to solve problems.
- I can use properties of multiplication to explain patterns.
Vocabulary:
increasing, decreasing, even, odd, consecutive, sequential, time, minute, interval, number line, clock, hour, half-hour, half-past, quarter to, quarter after, skip-count, count, digit, fact, product, array, repeated addition, representation, addition, factor, equation, expression, number sentence, multiplication, subtract, equal groups, patterns, input, output, divide, digit, fact, quotient, associative, commutative, distributive, and product / Materials/Resources: journal, pencil, text, board, center materials, Smart Board, base-ten manipulatives, virtual manipulatives, Ready Common Core, Engage NY Modules, text manipulatives, lesson specific manipulatives, and markers
Formative Assessments: Math Journal / Summative Assessments: CFA 2-1 / Problem of the Lesson: POD PowerPoint
Activity/Procedures: Calendar Math/Daily Data: Discuss the calendar math and daily data activity. Fluency: Complete fluency activity by reviewing the following multiplication facts: 2s and 4s. Students may write the facts, use flash cards, or visit Problem of the Day: Display the problem of the day or allow students to copy a problem of the day. Monitor and select students to share their work. Be sure to remind students to use Talk Moves. I do: Choose a video from the following link to introduce the lesson: Review Talk Moves, and model how they can be used. Introduce and discuss the vocabulary that will be used throughout today’s lesson. Add words to the math word wall. Teach the lesson from Engage NY Module 3, lesson 13. Additional resources for 3.OA.9 can be found at Only use one tasks per day, but go into depth. We do: Students will interact with the teacher throughout the lesson. You do: Complete problem set and/or exit slip. Practice fluency. *Additional activities and links will be emailed.
Small group instruction should focus on non-mastered skills from the previous quarter’s lessons. The remainder of the class will participate in meaningful center activities in their seats. Homework: Module 3, lesson 13
Intervention: Transition Lessons: Grade 2: Names:
Tuesday
Unwrapped Standards/Daily Outcome:3 OA.5 Apply properties of operations as strategies to multiply and divide.
Standards Clarification: 3.OA.5 commutative, distributive, and associative properties
3.OA.9 Identify arithmetic patterns.
Problem of the Day: 3 OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, and arrays by using drawings and equations with a symbol for the unknown number to represent the problem.
Standards Clarification: 3.OA.3 Multiplication & division word problems (all 4 types required for 3rd grade)
Fluency: 3OA.7 Fluently multiply and divide within 100, using strategies.
Standards Clarification: 3.OA.7 2s, 4s, and 8s / Mathematical Practices:
Make sense of problems and persevere to solve them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others/
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning. / Essential Question:
- Can I use the associative property to solve problems?
- Can I use properties of multiplication to explain patterns?
Lesson Target:
- I can use the associative property to solve problems.
- I can use properties of multiplication to explain patterns.
Vocabulary:
increasing, decreasing, even, odd, consecutive, sequential, time, minute, interval, number line, clock, hour, half-hour, half-past, quarter to, quarter after, skip-count, count, digit, fact, product, array, repeated addition, representation, addition, factor, equation, expression, number sentence, multiplication, subtract, equal groups, patterns, input, output, divide, digit, fact, quotient, associative, commutative, distributive, and product / Materials/Resources: journal, pencil, text, board, center materials, Smart Board, base-ten manipulatives, virtual manipulatives, Ready Common Core, Engage NY Modules, text manipulatives, lesson specific manipulatives, and markers
Formative Assessments: Math Journal / Summative Assessments: CFA 2-1 / Problem of the Lesson: POD PowerPoint
Activity/Procedures: Calendar Math/Daily Data: Discuss the calendar math and daily data activity. Fluency: Complete fluency activity by reviewing the following multiplication facts: 2s and 4s. Students may write the facts, use flash cards, or visit Problem of the Day: Display the problem of the day or allow students to copy a problem of the day. Monitor and select students to share their work. Be sure to remind students to use Talk Moves. I do: Choose a video from the following link to introduce the lesson: Review Talk Moves, and model how they can be used. Introduce and discuss the vocabulary that will be used throughout today’s lesson. Add words to the math word wall. Teach the lesson from Engage NY Module 3, lesson 14. Additional resources for 3.OA.9 can be found at Only use one tasks per day, but go into depth. We do: Students will interact with the teacher throughout the lesson. You do: Complete problem set and/or exit slip. Practice fluency. *Additional activities and links will be emailed.
Small group instruction should focus on non-mastered skills from the previous quarter’s lessons. The remainder of the class will participate in meaningful center activities in their seats. Homework: Module 3, lesson 14
Intervention: Transition Lessons: Grade 2: Names:
Wednesday
Unwrapped Standards/Daily Outcome:3 OA.5 Apply properties of operations as strategies to multiply and divide.
Standards Clarification: 3.OA.5 commutative, distributive, and associative properties
3.OA.9 Identify arithmetic patterns.
Problem of the Day: 3 OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, and arrays by using drawings and equations with a symbol for the unknown number to represent the problem.
Standards Clarification: 3.OA.3 Multiplication & division word problems (all 4 types required for 3rd grade)
Fluency: 3OA.7 Fluently multiply and divide within 100, using strategies.
Standards Clarification: 3.OA.7 2s, 4s, and 8s / Mathematical Practices:
Make sense of problems and persevere to solve them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others/
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning. / Essential Question:
- Can I use the associative property to solve problems?
- Can I use properties of multiplication to explain patterns?
Lesson Target:
- I can use the associative property to solve problems.
- I can use properties of multiplication to explain patterns.
Vocabulary:
increasing, decreasing, even, odd, consecutive, sequential, time, minute, interval, number line, clock, hour, half-hour, half-past, quarter to, quarter after, skip-count, count, digit, fact, product, array, repeated addition, representation, addition, factor, equation, expression, number sentence, multiplication, subtract, equal groups, patterns, input, output, divide, digit, fact, quotient, associative, commutative, distributive, and product / Materials/Resources: journal, pencil, text, board, center materials, Smart Board, base-ten manipulatives, virtual manipulatives, Ready Common Core, Engage NY Modules, text manipulatives, lesson specific manipulatives, and markers
Formative Assessments: Math Journal / Summative Assessments: CFA 2-1 / Problem of the Lesson: POD PowerPoint
Activity/Procedures: Calendar Math/Daily Data: Discuss the calendar math and daily data activity. Fluency: Complete fluency activity by reviewing the following multiplication facts: 2s and 4s. Students may write the facts, use flash cards, or visit Problem of the Day: Display the problem of the day or allow students to copy a problem of the day. Monitor and select students to share their work. Be sure to remind students to use Talk Moves. I do: Choose a video from the following link to introduce the lesson: Review Talk Moves, and model how they can be used. Introduce and discuss the vocabulary that will be used throughout today’s lesson. Add words to the math word wall. Teach the lesson from Engage NY Module 3, lesson 16. Additional resources for 3.OA.9 can be found at Only use one tasks per day, but go into depth. We do: Students will interact with the teacher throughout the lesson. You do: Complete problem set and/or exit slip. Practice fluency. *Additional activities and links will be emailed.
Small group instruction should focus on non-mastered skills from the previous day’s lesson. The remainder of the class will participate in meaningful center activities in their seats. Homework: Module 3, lesson 16
Intervention: Transition Lessons: Grade 2: Names:
Thursday
Unwrapped Standards/Daily Outcome:3 OA.5 Apply properties of operations as strategies to multiply and divide.
Standards Clarification: 3.OA.5 commutative, distributive, and associative properties
3.OA.9 Identify arithmetic patterns.
Problem of the Day: 3 OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, and arrays by using drawings and equations with a symbol for the unknown number to represent the problem.
Standards Clarification: 3.OA.3 Multiplication & division word problems (all 4 types required for 3rd grade)
Fluency: 3OA.7 Fluently multiply and divide within 100, using strategies.
Standards Clarification: 3.OA.7 2s, 4s, and 8s / Mathematical Practices:
Make sense of problems and persevere to solve them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others/
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning. / Essential Question:
- Can I use the associative property to solve problems?
- Can I use properties of multiplication to explain patterns?
Lesson Target:
- I can use the associative property to solve problems.
- I can use properties of multiplication to explain patterns.
Vocabulary:
increasing, decreasing, even, odd, consecutive, sequential, time, minute, interval, number line, clock, hour, half-hour, half-past, quarter to, quarter after, skip-count, count, digit, fact, product, array, repeated addition, representation, addition, factor, equation, expression, number sentence, multiplication, subtract, equal groups, patterns, input, output, divide, digit, fact, quotient, associative, commutative, distributive, and product / Materials/Resources: journal, pencil, text, board, center materials, Smart Board, base-ten manipulatives, virtual manipulatives, Ready Common Core, Engage NY Modules, text manipulatives, lesson specific manipulatives, and markers
Formative Assessments: Math Journal / Summative Assessments: CFA 2-1 / Problem of the Lesson: POD PowerPoint
Activity/Procedures: Calendar Math/Daily Data: Discuss the calendar math and daily data activity. Fluency: Complete fluency activity by reviewing the following multiplication facts: 2s and 4s. Students may write the facts, use flash cards, or visit Problem of the Day: Display the problem of the day or allow students to copy a problem of the day. Monitor and select students to share their work. Be sure to remind students to use Talk Moves I do: Choose a video from the following link to introduce the lesson: Review Talk Moves, and model how they can be used. Introduce and discuss the vocabulary that will be used throughout today’s lesson. Add words to the math word wall. Teach the lesson from Engage NY Module 3, lesson 17. Additional resources for 3.OA.9 can be found at Only use one tasks per day, but go into depth. We do: Students will interact with the teacher throughout the lesson. You do: Complete problem set and/or exit slip. Practice fluency. *Additional activities and links will be emailed.
Small group instruction should focus on non-mastered skills from the previous day’s lesson. The remainder of the class will participate in meaningful center activities in their seats. Homework: Module 3, lesson 17
Intervention: Transition Lessons: Grade 2: Names:
Friday
Unwrapped Standards/Daily Outcome:3 OA.5 Apply properties of operations as strategies to multiply and divide.
Standards Clarification: 3.OA.5 commutative, distributive, and associative properties
3.OA.9 Identify arithmetic patterns.
Problem of the Day: 3 OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, and arrays by using drawings and equations with a symbol for the unknown number to represent the problem.
Standards Clarification: 3.OA.3 Multiplication & division word problems (all 4 types required for 3rd grade)
Fluency: 3OA.7 Fluently multiply and divide within 100, using strategies.
Standards Clarification: 3.OA.7 2s, 4s, and 8s / Mathematical Practices:
Make sense of problems and persevere to solve them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others/
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning. / Essential Question:
- Can I use the associative property to solve problems?
- Can I use properties of multiplication to explain patterns?
Lesson Target:
- I can use the associative property to solve problems.
- I can use properties of multiplication to explain patterns.
Vocabulary:
increasing, decreasing, even, odd, consecutive, sequential, time, minute, interval, number line, clock, hour, half-hour, half-past, quarter to, quarter after, skip-count, count, digit, fact, product, array, repeated addition, representation, addition, factor, equation, expression, number sentence, multiplication, subtract, equal groups, patterns, input, output, divide, digit, fact, quotient, associative, commutative, distributive, and product / Materials/Resources: journal, pencil, text, board, center materials, Smart Board, base-ten manipulatives, virtual manipulatives, Ready Common Core, Engage NY Modules, text manipulatives, lesson specific manipulatives, and markers
Formative Assessments: Teacher made quiz / Summative Assessments: CFA 2-1 / Problem of the Lesson: POD PowerPoint
Activity/Procedures: Calendar Math/Daily Data: Discuss the calendar math and daily data activity. Fluency: Complete fluency activity by reviewing the following multiplication facts: 2s and 4s. Students may write the facts, use flash cards, or visit Problem of the Day: Display the problem of the day or allow students to copy a problem of the day. Monitor and select students to share their work. Be sure to remind students to use Talk Moves. I do: Choose a video from the following link to introduce the lesson: Review Talk Moves, and model how they can be used. Introduce and discuss the vocabulary that will be used throughout today’s lesson. Add words to the math word wall. Teach the lesson from Engage NY Module 1, lesson 20. We do: Students will interact with the teacher throughout the lesson. You do: Complete problem set and/or exit slip. Practice fluency. *Additional activities and links may be emailed.
Small group instruction should focus on non-mastered skills from the previous day’s lesson. The remainder of the class will participate in meaningful center activities in their seats. Homework:
Intervention: Transition Lessons: Grade 2: Names: