3Rd Grade Math Week Of: October 16- October 20

Kimberly Hollan

3rd Grade Math Week of: October 16- October 20

Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective: (what I am teaching today) Statements shared with students verbally/written / Students will be able to determine the value of a collection of coins and bills. / Students will be able to determine the value of a collection of coins and bills. / Students will be able to demonstrate mastery of all addition TEKS. / Students will be able to round to the nearest 10 or 100 or use compatible numbers to estimate solutions to subtractions problems. / Students will be able to solve with fluency one- and two- step problems involving - using strategies.
Lesson Procedure: / Morning Work
Motivation Math
Unit 14
Page 111 #’s 1-3
Lesson
Go Math! Lesson 4.6-Money Amounts
Workbook
Lesson 4.6
Homework
Go Math! 4.6
Other
Module 4 Assessment / Morning Work
Motivation Math
Unit 14
Page 111 #’s 4-5
Lesson
Go Math! Lesson 4.6- Money Amounts cont.
Workbook
Lesson 4.6 cont.
Homework
None
Other
Frayer Vocabulary Examples
-Denominator and Numerator / Morning Work
Motivation Math
Unit 14
Page 112 #’s 1-3
Lesson
Module 4 Test- Addition
Workbook
Homework
None
Other
Nearpod Rounding Activity / Morning Work
Motivation Math
Unit 14
Page 112 #’s 4-6
Lesson
Go Math! Lesson 5.1-Estimate Differences
Workbook
Lesson 5.1
Homework
Go Math! 5.1
Other / Morning Work
Motivation Math
Unit 14
(Grade)
Lesson
Go Math! Lesson 5.2-Use Place Value to Subtract
Workbook
Lesson 5.2
Homework
None
Other
TEKS Standard(s): / 3.4C / 3.4C / 3.4ABC / 3.4B / 3.4A
Instructional Strategies: How will I teach it
Include grouping:
(Small group, pairs, individual, whole group) / *Whole Group Mini- Lesson
*Small groups with Teacher
*Small groups with peers / *Whole Group Mini- Lesson
*Small groups with Teacher
*Small groups with peers / *Individual / *Whole Group Mini- Lesson
*Small groups with Teacher
*Small groups with peers / *Whole Group Mini- Lesson
*Small groups with Teacher
*Small groups with peers
Assessment: How will I know my students learned it?
*Formative: (daily)
*Summative: (how will objectives be assessed, either now or in the future?) / *Formative “Daily Assessment Task” independent practice page
*Summative Module Test at the end of module / *Formative “Daily Assessment Task” independent practice page
*Summative Module Test at the end of module / *Formative “Daily Assessment Task” independent practice page
*Summative Module Test at the end of module / *Formative “Daily Assessment Task” independent practice page
*Summative Module Test at the end of module / *Formative “Daily Assessment Task” independent practice page
*Summative Module Test at the end of module
Higher Order Thinking/Questioning: / Why do we/you need to know how to properly count money? / What are the steps to completing a subtraction problem?
Academic Vocabulary: / Difference
Resources:
Technology Integration: / Money Amounts- Gynzy.com / Money Amounts- Gynzy.com / Nearpod.com
Differentiation/Scaffolding: / TIME Math Rotations
T- XtraMath
I-Daily Task Assessment
M- Fractions
E- Extension / TIME Math Rotations
T- XtraMath
I-Daily Task Assessment
M- Fractions
E- Extension / TIME Math Rotations
T- XtraMath
I-Daily Task Assessment
M- Fractions
E- Extension / TIME Math Rotations
T- XtraMath
I-Daily Task Assessment
M- Fractions
E- Extension / TIME Math Rotations
T- XtraMath
I-Daily Task Assessment
M- Fractions
E- Extension