3rd Grade Math
3W: Jackson, Cruz, Brooke
3S/T: 1st 9 Weeks:
Megan, Marissa and Meyan
2nd 9 Weeks:
Ty, Memphis and Christian
New Year's Groups
Michael, Marissa, Alix + Brooklyn Brooklyn (4B), Elsa, Cruz + Jackson
Week #28 Date: 5/10 - 5/14 3W (Both Brooklyn + Alex will join daily) Module 3 Fractions as Parts of a Whole & Parts of a Set
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.7: Fluently multiply with products to 100 using strategies. using addition, subtraction, and multiplication. 3.0A.8: Solve two-step story problems using a using addition, subtraction, and multiplication. Write equations with a letter standing for the unknown quantity to represent two-step story problems. 3.MP.1: Make sennse of problems + presevere in solving them. 3
MP.4: Model with mathematics
M - Session 1: Fractions on a Ruler: This session begins with a problem string that revisits + extends work with the associative property of multiplication. The focus of instruction then shifts, as learners work with a linear measurement model for fractions: their 12 inch rulers. Foot-long strips of paper are subdivided into fractional parts + compared on the basis of length. These sections are then used to compare + order fractions.
T - CANCELLED GROUP TO GIVE OLSAT TEST TO 1ST GRADERS //Session 2: Introduction to Egg Carton Fractions: After learners work together to fold a 12 foot length of adding machine tape in half, thirds, + then half again, creating 12 one-foot sections, I will introduce the egg carton as a model for representing fractions as parts of a whole + parts of a set. Learners model a variety of unit fractions on the egg cartons and the folded paper strip reviewing the meaning of the terms numerator + denominator in the process.
W - Session 3: Exploring Egg Carton Fractions: Learners continue their explorations with the egg carton fraction model as they investigate how many fractions they can build with the egg carton in addition to the unit fractions they made last session.
Th - Session 4: Equivalent Egg Carton Fractions: Today, learners determine the fractions of a dozen represented by different numbers of eggs. In doing, they explore the concept of equivalent fractions. I will use the folded + labeled paper strip to reinforce learners' discoveries, and to provide another way to look at equivalent fractions.
F - Session 5: Dozens of Eggs: I will introduce the activity Dozens of Eggs. This game uses the egg carton fraction model to further learners/ understanding of equivalent fractions + provide an informal introduction to the addition of fractions.
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.7: Fluently multiply with products to 100 using strategies. using addition, subtraction, and multiplication. 3.0A.8: Solve two-step story problems using a using addition, subtraction, and multiplication. Write equations with a letter standing for the unknown quantity to represent two-step story problems. 3.MP.1: Make sennse of problems + presevere in solving them. 3
MP.4: Model with mathematics
M - Session 1: Fractions on a Ruler: This session begins with a problem string that revisits + extends work with the associative property of multiplication. The focus of instruction then shifts, as learners work with a linear measurement model for fractions: their 12 inch rulers. Foot-long strips of paper are subdivided into fractional parts + compared on the basis of length. These sections are then used to compare + order fractions.
T - CANCELLED GROUP TO GIVE OLSAT TEST TO 1ST GRADERS //Session 2: Introduction to Egg Carton Fractions: After learners work together to fold a 12 foot length of adding machine tape in half, thirds, + then half again, creating 12 one-foot sections, I will introduce the egg carton as a model for representing fractions as parts of a whole + parts of a set. Learners model a variety of unit fractions on the egg cartons and the folded paper strip reviewing the meaning of the terms numerator + denominator in the process.
W - Session 3: Exploring Egg Carton Fractions: Learners continue their explorations with the egg carton fraction model as they investigate how many fractions they can build with the egg carton in addition to the unit fractions they made last session.
Th - Session 4: Equivalent Egg Carton Fractions: Today, learners determine the fractions of a dozen represented by different numbers of eggs. In doing, they explore the concept of equivalent fractions. I will use the folded + labeled paper strip to reinforce learners' discoveries, and to provide another way to look at equivalent fractions.
F - Session 5: Dozens of Eggs: I will introduce the activity Dozens of Eggs. This game uses the egg carton fraction model to further learners/ understanding of equivalent fractions + provide an informal introduction to the addition of fractions.
Week #27 Date: 5/3 - 5/7 3S/T (Both Brooklyn + Alex will join daily)
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.7: Fluently multiply with products to 100 using strategies. using addition, subtraction, and multiplication. 3.0A.8: Solve two-step story problems using a using addition, subtraction, and multiplication. Write equations with a letter standing for the unknown quantity to represent two-step story problems. 3.MP.1: Make sennse of problems + presevere in solving them. 3
Learner Agency: I value the feedback of others..MP.4: Model with mathematics
M - Session 1 Multiplication Beyond the Basics: Learners will work on the Pre-Assessment together before we begin the next session.
Mrs. Timmer did not send me any learners and did not tell me why / Alix + Brooklyn came and we worked on this multiplication pre-assessment.
T - Session 2: Multiplication Stories & Equations: Only Brooklyn + Alix came again
W - STAR MATH WITH 3W LEARNERS
Th - STAR READING + MATH WITH MORE 3W LEARNERS
F - STAR READING + MATH WITH 4 MORE 3W LEARNERS
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.7: Fluently multiply with products to 100 using strategies. using addition, subtraction, and multiplication. 3.0A.8: Solve two-step story problems using a using addition, subtraction, and multiplication. Write equations with a letter standing for the unknown quantity to represent two-step story problems. 3.MP.1: Make sennse of problems + presevere in solving them. 3
Learner Agency: I value the feedback of others..MP.4: Model with mathematics
M - Session 1 Multiplication Beyond the Basics: Learners will work on the Pre-Assessment together before we begin the next session.
Mrs. Timmer did not send me any learners and did not tell me why / Alix + Brooklyn came and we worked on this multiplication pre-assessment.
T - Session 2: Multiplication Stories & Equations: Only Brooklyn + Alix came again
W - STAR MATH WITH 3W LEARNERS
Th - STAR READING + MATH WITH MORE 3W LEARNERS
F - STAR READING + MATH WITH 4 MORE 3W LEARNERS
Week #26 Date: 4/26 - 4/30 3W (Both Brooklyn + Alex will join daily) Unit 7 Module 1-5
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.7: Fluently multiply with products to 100 using strategies. using addition, subtraction, and multiplication. 3.0A.8: Solve two-step story problems using a using addition, subtraction, and multiplication. Write equations with a letter standing for the unknown quantity to represent two-step story problems. 3.MP.1: Make sennse of problems + presevere in solving them. 3
Learner Agency: I value the feedback of others..MP.4: Model with mathematics
M - Session 1 Multiplication Beyond the Basics: Learners will work on the PRe-Assessment together before we begin the next session.
T - Session 2: Multiplication Stories & Equations: Learners will solve 2-step story problems that involve multiplication, as well as addition + subtraction.
W - Session 3: Multiplying by Eleven: We begin this session with a warm-up in which learners read a 2-step story problem, write equations to represent the problem, solve it, + then share their strategies. They will explore various strategies for multiplying by 11 + completed a realted assignment.
Th - Session 4: Multiplying by Twelve: Learners read another 2-step story problem, write equations to represent the problem, solve it, and then sharstrategies for multi;lying by 12.
F - Session 5 Multiplying Single Digits by Multiples or Ten: begin with a warm-up in which learners read another 2-step story problem, write equations to represent the problem, solve it, and share strategies. They will then make sketches to investigate + make generalizations about multiplying single digits by multiples of ten, and complete a related assignment.
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.7: Fluently multiply with products to 100 using strategies. using addition, subtraction, and multiplication. 3.0A.8: Solve two-step story problems using a using addition, subtraction, and multiplication. Write equations with a letter standing for the unknown quantity to represent two-step story problems. 3.MP.1: Make sennse of problems + presevere in solving them. 3
Learner Agency: I value the feedback of others..MP.4: Model with mathematics
M - Session 1 Multiplication Beyond the Basics: Learners will work on the PRe-Assessment together before we begin the next session.
T - Session 2: Multiplication Stories & Equations: Learners will solve 2-step story problems that involve multiplication, as well as addition + subtraction.
W - Session 3: Multiplying by Eleven: We begin this session with a warm-up in which learners read a 2-step story problem, write equations to represent the problem, solve it, + then share their strategies. They will explore various strategies for multiplying by 11 + completed a realted assignment.
Th - Session 4: Multiplying by Twelve: Learners read another 2-step story problem, write equations to represent the problem, solve it, and then sharstrategies for multi;lying by 12.
F - Session 5 Multiplying Single Digits by Multiples or Ten: begin with a warm-up in which learners read another 2-step story problem, write equations to represent the problem, solve it, and share strategies. They will then make sketches to investigate + make generalizations about multiplying single digits by multiples of ten, and complete a related assignment.
Week #25 Date: 4/19 - 4/23 Mrs. Timmer didn't want my help this week due to testing (Both Brooklyn + Alex will join daily)
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I can show evidence in my learning in different ways.
M - Alix + Brooklyn spent class time today working on basic multiplication facts.
T - Alix + Brooklyn played Multiplication War as they both need lots of practice with multiplying the numbers 2-10. We also played a simple game of addition with creating numbers with cards and adding them.
W - Alix + Brooklyn came 15 minutes late. We focused on multiplying a 1 digit number to wither a 2 or 3 digit number using cards and showing our work on the white board.
Th -
F - NO LEARNERS
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I can show evidence in my learning in different ways.
M - Alix + Brooklyn spent class time today working on basic multiplication facts.
T - Alix + Brooklyn played Multiplication War as they both need lots of practice with multiplying the numbers 2-10. We also played a simple game of addition with creating numbers with cards and adding them.
W - Alix + Brooklyn came 15 minutes late. We focused on multiplying a 1 digit number to wither a 2 or 3 digit number using cards and showing our work on the white board.
Th -
F - NO LEARNERS
Week #24 Date: 4/12 - 4/16 3W (Both Brooklyn + Alex will join daily)
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I welcome new learning.
M - Module 2 Session 4 Round to the nearest 10 + 100 activity with cards (NO ALIX OR BROOKLYN)
T - Module 2 Session 6 Swim Meet Rounding activity - Introduce and go over rules
W - Module 3 Session 1 Swim Meet Rounding activity - Learners will draw a card and will be asked to round that number to the nearest 10, 100 or 1, 000. If the learner can give the correct answer, they may move ahead on the swim lane. (NO ALIX) with time remaining we will play multiplication games based on 6, 7, 8, and 9 times any number from 1-12 with a partner
Th - Module 3 Session 2-3
F - NO MATH LEARNERS TODAY
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I welcome new learning.
M - Module 2 Session 4 Round to the nearest 10 + 100 activity with cards (NO ALIX OR BROOKLYN)
T - Module 2 Session 6 Swim Meet Rounding activity - Introduce and go over rules
W - Module 3 Session 1 Swim Meet Rounding activity - Learners will draw a card and will be asked to round that number to the nearest 10, 100 or 1, 000. If the learner can give the correct answer, they may move ahead on the swim lane. (NO ALIX) with time remaining we will play multiplication games based on 6, 7, 8, and 9 times any number from 1-12 with a partner
Th - Module 3 Session 2-3
F - NO MATH LEARNERS TODAY
Week #23 Date: 4/5 - 4/9 3S/T (Both Brooklyn + Alex will join daily)
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I engage in conversation with others.
M - NO SCHOOL EASTER MONDAY
T - NO BROOKLYN OR ALIX - Mrs. Timmer forgot to send her learners so I went to check in and she forgot that they were celebrating a BD so no learners came.
W - Worked on rounding to the nearest 10 + 100 for review for the Smarter Balanced Testing
Th - Learners practiced rounding with a white board and markers using some strategies mentioned from Mr. Elementary Math . Each learner took a turn drawing cards to place on a number line and then to either round it up or down to the nearest 10 or 100.
F - We will be working on rounding to the nearest 10 + 100 while playing Rounding Bingo from Jennifer Eagan + Swim Team Rounding Activity by Math Geek Mama
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I engage in conversation with others.
M - NO SCHOOL EASTER MONDAY
T - NO BROOKLYN OR ALIX - Mrs. Timmer forgot to send her learners so I went to check in and she forgot that they were celebrating a BD so no learners came.
W - Worked on rounding to the nearest 10 + 100 for review for the Smarter Balanced Testing
Th - Learners practiced rounding with a white board and markers using some strategies mentioned from Mr. Elementary Math . Each learner took a turn drawing cards to place on a number line and then to either round it up or down to the nearest 10 or 100.
F - We will be working on rounding to the nearest 10 + 100 while playing Rounding Bingo from Jennifer Eagan + Swim Team Rounding Activity by Math Geek Mama
Week #22 Date: 3/29 - 4/2 3T/S (Both Brooklyn + Alex will join daily)
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation.
Learner Agency: I think about my progress as I'm learning.
M - Practiced basic addition, subtraction, multiplication + division up to 1000 with story problems
T - Rounding numbers while adding 2-3 digit numbers
W - NO LEARNERS CAME FROM TIMMER'S ROOM - EASTER ACTIVITIES
Th - NO SCHOOL HOLY THURSDAY
F - NO SCHOOL GOOD FRIDAY
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation.
Learner Agency: I think about my progress as I'm learning.
M - Practiced basic addition, subtraction, multiplication + division up to 1000 with story problems
T - Rounding numbers while adding 2-3 digit numbers
W - NO LEARNERS CAME FROM TIMMER'S ROOM - EASTER ACTIVITIES
Th - NO SCHOOL HOLY THURSDAY
F - NO SCHOOL GOOD FRIDAY
Week #22 Date: 3/22 - 26 3W (Both Brooklyn + Alex will join daily)
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency:
M - NO SCHOOL
T - Worked on area using colored tiles.
W - Worked on finding the area while playing a game where you find the matching equation to the answer. Make sure that you correctly find the answer with the correct labeling too.
Th - Worked on finding the area as a whole group while practicing our multiplication facts. Learners were to choose a problem on the board and then to answer it and double check their work by finding the matching stone.
F - NO LEARNERS
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency:
M - NO SCHOOL
T - Worked on area using colored tiles.
W - Worked on finding the area while playing a game where you find the matching equation to the answer. Make sure that you correctly find the answer with the correct labeling too.
Th - Worked on finding the area as a whole group while practicing our multiplication facts. Learners were to choose a problem on the board and then to answer it and double check their work by finding the matching stone.
F - NO LEARNERS
Week #21 Date: 3/15 - 3/19 3W SPRING BREAK
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I see the input and ideas of others.
M - Introduced the vocab and meaning for area
T - Worked on area on white boards with Elsa, Cruz and Jackson
W - NO LEARNERS - MRS. WILSON'S CALL
Th - NO SCHOOL SPRING BREAK
F - NO SCHOOL SPRING BREAK
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I see the input and ideas of others.
M - Introduced the vocab and meaning for area
T - Worked on area on white boards with Elsa, Cruz and Jackson
W - NO LEARNERS - MRS. WILSON'S CALL
Th - NO SCHOOL SPRING BREAK
F - NO SCHOOL SPRING BREAK
Week #20 Date: 3/8 - 3/12 3S/T
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency:
M - NO LEARNERS CAME (ALEX WAS ABSENT + MARISSA STAYED IN CLASSROOM FOR BD SNACKS)
T - Worked on doubles, I Have, Who Has with Doubles and saying the number when we solved the problem.
W - Worked on reviewing multiplication facts and strategies with playing "I Have, Who Has" with Alex, Marissa and Michael
Th - NO LEARNERS - MRS. TIMMER'S CALL
F - NO LEARNERS - MRS. TIMMER'S CALL
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency:
M - NO LEARNERS CAME (ALEX WAS ABSENT + MARISSA STAYED IN CLASSROOM FOR BD SNACKS)
T - Worked on doubles, I Have, Who Has with Doubles and saying the number when we solved the problem.
W - Worked on reviewing multiplication facts and strategies with playing "I Have, Who Has" with Alex, Marissa and Michael
Th - NO LEARNERS - MRS. TIMMER'S CALL
F - NO LEARNERS - MRS. TIMMER'S CALL
Week #19 Date: 3/1 - 3/5 3W Multiplication
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I see the input and ideas of others.
M - PERSONAL DAY
T - Learners were given story problems from class to work on individually and then to think, pair and share with each other.
W -I introduced the game Criss, Cross Multiplication. Learners were instructed to roll 2 ten sided dice and tehn to solve the problem with multiplying the numbers together. Once they solved the problem, they were to find that answer on their grid board. The first one to place 4 counters in a row is the winner!!
Th - Players will take turns. They are instructed to draw 2-3 number cards from a pile and then to decide where to place each number according to place value positions. Once they have decided on their numbers they will multiply them together on individual white boards and will demonstrate the steps to the others on how they solved the problem. Learners will be able to agree or disagree with each other on the answer.
F -NO LEARNERS - MRS. WILSON'S Decision
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I see the input and ideas of others.
M - PERSONAL DAY
T - Learners were given story problems from class to work on individually and then to think, pair and share with each other.
W -I introduced the game Criss, Cross Multiplication. Learners were instructed to roll 2 ten sided dice and tehn to solve the problem with multiplying the numbers together. Once they solved the problem, they were to find that answer on their grid board. The first one to place 4 counters in a row is the winner!!
Th - Players will take turns. They are instructed to draw 2-3 number cards from a pile and then to decide where to place each number according to place value positions. Once they have decided on their numbers they will multiply them together on individual white boards and will demonstrate the steps to the others on how they solved the problem. Learners will be able to agree or disagree with each other on the answer.
F -NO LEARNERS - MRS. WILSON'S Decision
Week #18 Date: 2/22 - 2/26 3S/T Area + Perimeter
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I see the input and ideas of others.
M - With working with just Alex and Marissa, we spent time working on area + perimeter and multiplication.
T - Learners worked on area + perimeter story problems with creating arrays on graph paper. Learners were encourage to roll 2 ten sided dice and then to create their very own story problem for us to solve.
W -I introduced the game Criss, Cross Multiplication. Learners were instructed to roll 2 ten sided dice and tehn to solve the problem with multiplying the numbers together. Once they solved the problem, they were to find that answer on their grid board. The first one to place 4 counters i a row what the winner.
Th -
F - STEM TIME - NO LEARNERS
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I see the input and ideas of others.
M - With working with just Alex and Marissa, we spent time working on area + perimeter and multiplication.
T - Learners worked on area + perimeter story problems with creating arrays on graph paper. Learners were encourage to roll 2 ten sided dice and then to create their very own story problem for us to solve.
W -I introduced the game Criss, Cross Multiplication. Learners were instructed to roll 2 ten sided dice and tehn to solve the problem with multiplying the numbers together. Once they solved the problem, they were to find that answer on their grid board. The first one to place 4 counters i a row what the winner.
Th -
F - STEM TIME - NO LEARNERS
Week #17 Date: 2/15 - 2/19 3W Unit 5, Module 1, Session 3-6.
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I can flexibly adapt to new situations.3.0A.1
M -NO SCHOOL - PRESIDENT'S DAY
T - Learners worked on story problems and creating fractions or arrays.
W -Session 3: Multiplication +Division Arrays ( NO BROOKLYN) Learners will be given colored tiles, a white board and a marker with an eraser. Learners will be given story problems and the learners are to build the arrays using the tiles and then write an equation to go with the story problem. Learners will demonstrate their drawings on the board and explain how they came up with the equation.
Th - Session 4: Game Store Story Problems, Part 1 and division story problems
F - Continue with Session 4 Parts 2 + 3 on Store Story Problems
Standards: 3.0A.1: Interpret products of whole numbers; write story problems or describe problem situations to match a multiplication expression or equation. 3.0A.2: Interpret quotients of whole numbers; write story problems or describe problem situations to match a division expression or equation. 3.0A.3: Solve multiplication and division story problems with products and dividends to 100 involving situations of equal groups, arrays, and measurement quantities. 3.0A.6: solve division problems by finding an unknow factor. 3.MP.1: Make sense of problems and persevere in solving them. 3.MP.3: Construct viable arguments and critique the reasoning of others.
Learner Agency: I can flexibly adapt to new situations.3.0A.1
M -NO SCHOOL - PRESIDENT'S DAY
T - Learners worked on story problems and creating fractions or arrays.
W -Session 3: Multiplication +Division Arrays ( NO BROOKLYN) Learners will be given colored tiles, a white board and a marker with an eraser. Learners will be given story problems and the learners are to build the arrays using the tiles and then write an equation to go with the story problem. Learners will demonstrate their drawings on the board and explain how they came up with the equation.
Th - Session 4: Game Store Story Problems, Part 1 and division story problems
F - Continue with Session 4 Parts 2 + 3 on Store Story Problems
Week #16 Date: 2/8 - 2/12 3T
Standards: .3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. .3.MD.C.5.A A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. 3.MD.C.5.B A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.C.7
Relate area to the operations of multiplication and addition.
Learner Agency: I see the input and ideas of others.
M - Work with Marissa on area and perimeter from her assessment in class.
T - continue with area and perimeter with Marissa
W - Worked on area + perimeter with Marissa + Alex
Th - NO LEARNERS CLASS VALENTINE CELEBRATION
F - NO SCHOOL
Standards: .3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. .3.MD.C.5.A A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. 3.MD.C.5.B A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.C.7
Relate area to the operations of multiplication and addition.
Learner Agency: I see the input and ideas of others.
M - Work with Marissa on area and perimeter from her assessment in class.
T - continue with area and perimeter with Marissa
W - Worked on area + perimeter with Marissa + Alex
Th - NO LEARNERS CLASS VALENTINE CELEBRATION
F - NO SCHOOL
Week #15 Date: 2/1 - 2/5 3W Unit 7 Module 1
Standards: 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b 3.NF.A.2 Equal equivalence of fractions in special cases, and compare fractions by reasoning about their size. 3.NF.A.3D two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model
Learner Agency: I am the owner of my own learning.
M - Fractions on a Number Line: comparing fractions using visuals
T - Session 1: Using the Fraction Kit learners were given various colored strips of paper and will create their own models of fractions. As the learners create each fraction, they will label each section before cutting them out. I introduced the game Cover Up using their fraction strips and a fraction die.
W - Revisit the game from Wednesday and discuss possible strategies that each one used. Did you notice any patterns? Then, introduce the new game Uncover, Version 1 from the Fraction Kit Guide.
Th - Learners will work on comparing fractions on white boards using markers.
F - NO LEARNERS - TEACHER DISCRETION
Standards: 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b 3.NF.A.2 Equal equivalence of fractions in special cases, and compare fractions by reasoning about their size. 3.NF.A.3D two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model
Learner Agency: I am the owner of my own learning.
M - Fractions on a Number Line: comparing fractions using visuals
T - Session 1: Using the Fraction Kit learners were given various colored strips of paper and will create their own models of fractions. As the learners create each fraction, they will label each section before cutting them out. I introduced the game Cover Up using their fraction strips and a fraction die.
W - Revisit the game from Wednesday and discuss possible strategies that each one used. Did you notice any patterns? Then, introduce the new game Uncover, Version 1 from the Fraction Kit Guide.
Th - Learners will work on comparing fractions on white boards using markers.
F - NO LEARNERS - TEACHER DISCRETION
Fraction Kit preparation for the Cover Up game
Week #14 Date: 1/25 - 1/29 3T More Story Problems with Multiplication and Division
Standards: 3.0A.A1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 3.0A.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.0A.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.0A.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Learner Agency: I make good choices to achieve goals.
M - Learners will be able to create story problems to match a given multiplication or a division equation using paper and pencil.
T - continue with Monday's task
W - Alex + Allie were to create their own word story problem for the other person to solve using a white board and a marker. Learners will share with me what problem they were given and solved.
Th - Multiplication + Division Patterns Dot Game
F - continue with Thursday's work
Standards: 3.0A.A1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 3.0A.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.0A.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.0A.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Learner Agency: I make good choices to achieve goals.
M - Learners will be able to create story problems to match a given multiplication or a division equation using paper and pencil.
T - continue with Monday's task
W - Alex + Allie were to create their own word story problem for the other person to solve using a white board and a marker. Learners will share with me what problem they were given and solved.
Th - Multiplication + Division Patterns Dot Game
F - continue with Thursday's work
Week #13 Date: 1/16 - 1/22 3W Unit 5 Lesson 1: Division Matching Story Problems
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Learner Agency: I make good choices to achieve goals.
M -NO SCHOOL
T - NO LEARNERS...I cancelled to complete a Phonics CORE ASSESSMENT on a 4th grader.
W - continue with Division Story Problems
Th - Division Story Problems
F - NO STUDENTS = TEACHER DISCRETION
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Learner Agency: I make good choices to achieve goals.
M -NO SCHOOL
T - NO LEARNERS...I cancelled to complete a Phonics CORE ASSESSMENT on a 4th grader.
W - continue with Division Story Problems
Th - Division Story Problems
F - NO STUDENTS = TEACHER DISCRETION
Week #12 Date: 1/11 - 1/15 3T Unit 5 Lesson 1: Division Matching Story Problems
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Learner Agency: I make good choices to achieve goals.
M -Module 1 Session 1: Sharing Money Story Problems
T - Session 3: Multiply & Divide
W - continue with Division Story Problems
Th - Division Story Problems
F - NO STUDENTS = TEACHER DISCRETION
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Learner Agency: I make good choices to achieve goals.
M -Module 1 Session 1: Sharing Money Story Problems
T - Session 3: Multiply & Divide
W - continue with Division Story Problems
Th - Division Story Problems
F - NO STUDENTS = TEACHER DISCRETION
Week #11 Date: 1/4 - 1/8 3W Unit 4 Module 1 Sessions 1-3
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Learner Agency: I make good choices to achieve goals.
M - Unit 4 Module 1 Pre-Assessment / learners completed wtih in their classroom so we went over some of the problems together / practiced tellint time and multiplying using white boards
T - Session 2 Tic-Tac-Tock Activity + writing time in different ways
W - continued playing Session 2 Activity with clocks and white boards / Multiplication Game with a partner
Th - continue to play the Multiplication Game with a partner
F - Session 3
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Learner Agency: I make good choices to achieve goals.
M - Unit 4 Module 1 Pre-Assessment / learners completed wtih in their classroom so we went over some of the problems together / practiced tellint time and multiplying using white boards
T - Session 2 Tic-Tac-Tock Activity + writing time in different ways
W - continued playing Session 2 Activity with clocks and white boards / Multiplication Game with a partner
Th - continue to play the Multiplication Game with a partner
F - Session 3
Week #10 Date: 12/21 - 12/25 NO GROUP THIS WEEK CHRISTMAS BREAK
Standards:
Learner Agency: NONE
Standards:
Learner Agency: NONE
Week #9 Date: 12/14 - 12/18 3S/T
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I am a leader and I work and communicate with others.
M - Worked on addition and subtraction with adding 3 -two digit numbers and even adding 4 digit numbers with rounding to the nearest tens, hundreds and thousands.
T -
W -
Th -
F -
Standards: 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I am a leader and I work and communicate with others.
M - Worked on addition and subtraction with adding 3 -two digit numbers and even adding 4 digit numbers with rounding to the nearest tens, hundreds and thousands.
T -
W -
Th -
F -
Working on Expanded Form
Week #8 Date: 12/7 - 12/11 3W Rounding to the nearest hundreds. Unit 3 Module 3
Standards: 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I can use different ways of learning and different strategies.
M - Work on rounding to the nearest 100 and adding. 3D Round + Add Hundreds / Unit 3 Module 3 Session
T - Rounding to the nearest 100 using a number line and expanded form with numbers using white boards and markers
W - Multi-Digit Addition + Subtraction
Th - Three-Digit Problems
F - continue with rounding
Standards: 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I can use different ways of learning and different strategies.
M - Work on rounding to the nearest 100 and adding. 3D Round + Add Hundreds / Unit 3 Module 3 Session
T - Rounding to the nearest 100 using a number line and expanded form with numbers using white boards and markers
W - Multi-Digit Addition + Subtraction
Th - Three-Digit Problems
F - continue with rounding
Week #8 Date: 11/30 - 12/4 3S/T Continue with Fractions on a Number Line
Standards: 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Learner Agency:
M - No Ty / Work on locating fractions on a number line using post-its. Boys will take turns locating each of their fractions.
T - No Ty / Cancelled group as I subbed in 3W until dismissal time.
W - Using cubes, learners identified fractions and labeled the given fraction on a number line of my choice.
Th -
F -
Standards: 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Learner Agency:
M - No Ty / Work on locating fractions on a number line using post-its. Boys will take turns locating each of their fractions.
T - No Ty / Cancelled group as I subbed in 3W until dismissal time.
W - Using cubes, learners identified fractions and labeled the given fraction on a number line of my choice.
Th -
F -
Week #8 Date: 11/23 - 11/27 3S/T Fractions on a Number Line
Standards: 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Learner Agency: I understand my learning formats or styles.
M - Ty and Memphis worked on fractions on a number line.
T - continue with fractions on a number line
W - worked on simplifying fractions as a whole group
Th - NO SCHOOL THANKSGIVING HOLIDAY
F - NO SCHOOL THANKSGIVING HOLIDAY
Standards: 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Learner Agency: I understand my learning formats or styles.
M - Ty and Memphis worked on fractions on a number line.
T - continue with fractions on a number line
W - worked on simplifying fractions as a whole group
Th - NO SCHOOL THANKSGIVING HOLIDAY
F - NO SCHOOL THANKSGIVING HOLIDAY
Week #7 Date: 11/16 - 11/20 3W Unit 3 Module 1 Sessions 4-6 and Module 2 Session 1.
Standards: 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I listen to other's ideas when I have a problem.
M - Session 4: Rounding to the nearest 100 using Story Problems / Learners will use white boards and markers along with 3 digit number cards (Student Book)
T - Session 5 : Three-Digit Addition Story Problems Strategy Match 1
W - Session 6: Strategy Match 2
Th - Module 2 Session 1 Practice rounding using white boards, markers and number cards
F - Module 2 Session 2
Standards: 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I listen to other's ideas when I have a problem.
M - Session 4: Rounding to the nearest 100 using Story Problems / Learners will use white boards and markers along with 3 digit number cards (Student Book)
T - Session 5 : Three-Digit Addition Story Problems Strategy Match 1
W - Session 6: Strategy Match 2
Th - Module 2 Session 1 Practice rounding using white boards, markers and number cards
F - Module 2 Session 2
Week #6 Date: 11/9 - 11/13 3S/T Christian, Ty and Memphis
Standards: 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Rounding to the nearest 10, 100 and 1000. Place Value using 4-6 standard dice.
T - Learners will take turns rolling 4-6 dice and trying to make the largest or smallest number. I will ask each one various questions as to what number is in what place and how would you round that number to the nearest 100 or 1000?
W -NO SCHOOL VETERAN'S DAY
Th - continue with M and T work
F - NO GROUP - STEM
Standards: 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Rounding to the nearest 10, 100 and 1000. Place Value using 4-6 standard dice.
T - Learners will take turns rolling 4-6 dice and trying to make the largest or smallest number. I will ask each one various questions as to what number is in what place and how would you round that number to the nearest 100 or 1000?
W -NO SCHOOL VETERAN'S DAY
Th - continue with M and T work
F - NO GROUP - STEM
Week #5 Date: 11/2 - 11/6 3W
Standards: 3.MD.B3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Learner Agency: Review New Things, Engaged, Solutions
M - Worked on graphing together on the white board using individual white boards and markers. Learners had to come up with 2 questions that you could ask about the graph they made together. Learners decided that they wanted to survey other classes about their favorite candy.
T - Continue to work on Favorite Candy graph from Monday / survey 2nd and 3rd grade classes
W - continue working on My Favorite Candy Graph / collect date from classes that have not turned in info yet
Th - continue working on My Favorite Candy Graph
F - NO GROUP + SPECIALS
Standards: 3.MD.B3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Learner Agency: Review New Things, Engaged, Solutions
M - Worked on graphing together on the white board using individual white boards and markers. Learners had to come up with 2 questions that you could ask about the graph they made together. Learners decided that they wanted to survey other classes about their favorite candy.
T - Continue to work on Favorite Candy graph from Monday / survey 2nd and 3rd grade classes
W - continue working on My Favorite Candy Graph / collect date from classes that have not turned in info yet
Th - continue working on My Favorite Candy Graph
F - NO GROUP + SPECIALS
Week #4 Date: 10/26 - 10/30 3S/T Rounding to 100.. Ty, Christian, and Memphis
Standards: 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: Review New Things, Engaged, Solutions
M - NO MRS. CASSUTT
T - Learners will practice rounding numbers to the nearest 100's place using white boards.
W -continue with Monday's work
Th - continue with Monday's work
F - NO GROUP
Standards: 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: Review New Things, Engaged, Solutions
M - NO MRS. CASSUTT
T - Learners will practice rounding numbers to the nearest 100's place using white boards.
W -continue with Monday's work
Th - continue with Monday's work
F - NO GROUP
Week #3 10/19 - 10/23 3W Multiplication Strategies
Standards: 3.0A. Solve two step word problems using one of 4 strategies. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Learner Agency: I am so engaged in learning I lose track of time.
M - Use graph paper to graph out arrays for multiplication. Each learner took turns to explain their strategy and their problem using my white board after solving the problem on their clip board and graph paper. (Cruz had poor participation and was in a hurry to show his work).
T - continue with work from Monday
W - Practice multiplication using flash cards with a buddy. Kids had fun challenging their partners!
Th - Multiplying by 11 using colored tiles, a cookie sheet, a marker board and an Expo marker.
F - Multiplication Kahoot
Standards: 3.0A. Solve two step word problems using one of 4 strategies. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Learner Agency: I am so engaged in learning I lose track of time.
M - Use graph paper to graph out arrays for multiplication. Each learner took turns to explain their strategy and their problem using my white board after solving the problem on their clip board and graph paper. (Cruz had poor participation and was in a hurry to show his work).
T - continue with work from Monday
W - Practice multiplication using flash cards with a buddy. Kids had fun challenging their partners!
Th - Multiplying by 11 using colored tiles, a cookie sheet, a marker board and an Expo marker.
F - Multiplication Kahoot
Week #2 Date: 10/5 - 10/9 3Wilson
Standards: 3.0A. Solve two step word problems using one of 4 strategies. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Learner Agency: Confidence, success and
M - Discussed multiplication and what it means to add a number multiple times. Demonstrated using an array on the white board and the learners had to follow through with the same procedure on their individual white board.
T -I will model how to use colored 1 inch tiles to make arrays and students will create their arrays on the table and solve each problem. Make a connection to adding a number many times and the reversals of each number sentence.
W -I will model how to use graph paper to make arrays into multiplication problems.
Th - continue with Wednesday's work
F - Use graph paper again and crayons or colored pencils to work on arrays again in a different way.
Standards: 3.0A. Solve two step word problems using one of 4 strategies. 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Learner Agency: Confidence, success and
M - Discussed multiplication and what it means to add a number multiple times. Demonstrated using an array on the white board and the learners had to follow through with the same procedure on their individual white board.
T -I will model how to use colored 1 inch tiles to make arrays and students will create their arrays on the table and solve each problem. Make a connection to adding a number many times and the reversals of each number sentence.
W -I will model how to use graph paper to make arrays into multiplication problems.
Th - continue with Wednesday's work
F - Use graph paper again and crayons or colored pencils to work on arrays again in a different way.
Week #1 Date: 9/21 - 9/25 3S/T
Standards: 3.0A. Solve two step word problems using one of 4 strategies.
Learner Agency: I can succeed in most of my learning.
M - Discuss possible strategies for addition and / or subtraction. Share with each other on the front board.
T - Continue with Monday's work.
W - Learners took turns picking out 4-6 playing cards and created either a 2 or 3 digit number on individual white boards and then to share on the class white board to their peers. Explain what strategy that they used to answer the problem.
Th - Today the learners took turns with either adding or subtracting a 2 or 3 digit number on individual white boards and then to share on the class white board to their peers. Explain what strategy that they used to answer the problem.
F - Continue to practice addition and subtraction with 2-3 digit numbers ending with zero ones.
Standards: 3.0A. Solve two step word problems using one of 4 strategies.
Learner Agency: I can succeed in most of my learning.
M - Discuss possible strategies for addition and / or subtraction. Share with each other on the front board.
T - Continue with Monday's work.
W - Learners took turns picking out 4-6 playing cards and created either a 2 or 3 digit number on individual white boards and then to share on the class white board to their peers. Explain what strategy that they used to answer the problem.
Th - Today the learners took turns with either adding or subtracting a 2 or 3 digit number on individual white boards and then to share on the class white board to their peers. Explain what strategy that they used to answer the problem.
F - Continue to practice addition and subtraction with 2-3 digit numbers ending with zero ones.