Subject/Time: Math / 9:00-10:30
Grade Level/Teacher/Room: 3rd/ Mrs. Barber /133
Week of: Nov. 11-15
Unit Vocabulary: multiplication, factors, product, sum, equal
Instructional Strategies Used: Small group teacher led, centers, independent work, technology
Daily Math Activities: Daily Math Practice, Facts Practice
Monday 11/11
Tuesday 11/12
Wednesday 11/13
Thursday 11/14
Friday 11/15
Common Core Standard(s):
Common Core Standard(s):
Common Core Standard(s):
Common Core Standard(s):
Common Core Standard(s):
MCC.3.MD.4. MCC.3.MD.5,
MCC.3.MD.6, MCC.3.MD.7,
MCC.3.OA.1, MCC.3.OA.5,
MCC.3.NBT.3; NBT.2;MD.3
MCC.3.MD.4. MCC.3.MD.5,
MCC.3.MD.6, MCC.3.MD.7,
MCC.3.OA.1, MCC.3.OA.5,
MCC.3.NBT.3; NBT.2;MD.3
MCC.3.MD.4. MCC.3.MD.5,
MCC.3.MD.6, MCC.3.MD.7,
MCC.3.OA.1, MCC.3.OA.5,
MCC.3.NBT.3; NBT.2;MD.3
MCC.3.MD.4. MCC.3.MD.5,
MCC.3.MD.6, MCC.3.MD.7,
MCC.3.OA.1, MCC.3.OA.5,
MCC.3.NBT.3; NBT.2;MD.3
MCC.3.MD.4. MCC.3.MD.5,
MCC.3.MD.6, MCC.3.MD.7,
MCC.3.OA.1, MCC.3.OA.5,
MCC.3.NBT.3; NBT.2;MD.3
EQ Question:
* How do we use patterns in
multiplication?
Mini Lesson:
* DMP
* Review how we can multiply
using a number line.
EQ Question:
* How do we use patterns in
multiplication?
Mini Lesson:
* DMP
* Show students how to make a
T-chart for multiplication by skip
counting.
EQ Question:
* How do I solve problems with
two questions?
Mini Lesson:
* DMP
* Discuss word problems with
more than one questions.
EQ Question:
* How do I solve problems with
two questions?
Mini Lesson:
* DMP
* Review the multiplication word
problems from yesterday and the
key words that are used.
EQ Question:
* How do we find patterns on a
multiplication table?
Mini Lesson:
* DMP Quiz
Activating Strategies:
*Math Mind-Stretcher #16: Days,
Months, Seasons
Activating Strategies:
* Math Mind-Stretcher #17 –
Venn Diagrams
Resource/Materials:
* ipads, math books, workbooks,
graph paper, math notebooks,
tiles, playing cards, multiplication
chart.
Differentiation:
Resource/Materials:
* ipads, math books, workbooks,
graph paper, math notebooks,
tiles, playing cards,
multiplication chart.
Differentiation:
Grouping Strategy: Homogeneous
grouping based on multiplication
pretest that was given.
Small Groups:
* MATH
* M- Math Fact Practice:
multiplication.com and iPads (math
BINGO, math cards, Sushi Monster)
for multiplication fact practice.
* A- At Your Seat: Below and Onlevel: Harcourt Math pp 138-139.
Above-level: Multiplication word
problems.
* T - Teacher Led* Below- level: Students will be given
number lines. We will discuss
patterns for 2’s and 5’s and how to
Grouping Strategy: Homogeneous
grouping based on multiplication
pretest that was given.
Small Groups:
* MATH
* M- Math Fact Practice:
multiplication.com and iPads (math
BINGO, math cards, Sushi Monster)
for multiplication fact practice.
* A- At Your Seat: Below and Onlevel: Harcourt Math pp 138-139.
Above-level: Multiplication word
problems.
* T - Teacher Led* Below- level: Students will be given
number lines. We will discuss
patterns for 2’s and 5’s and how to
Activating Strategies:
* Math Mind-Stretcher #18 –
Venn Diagrams
Activating Strategies:
* Math Mind-Stretcher #20 –
Logical Thinking
Activating Strategies:
* Math Mind-Stretcher #19 –
Personalized Venn Diagrams
Resource/Materials:
* quizzes, index cards, markers.
Differentiation:
Resource/Materials:
* Textbooks, workbooks, math
notebooks, multiplication word
problems, whiteboard,
multiplication tables.
Differentiation:
Differentiation:
Grouping Strategy: Homogeneous
grouping based on multiplication
pretest.
Small Groups:
* MATH
* M- Math Fact Practice:
multiplication.com and iPads (Math
BINGO, math cards, Sushi Monster)
for multiplication fact practice.
* A- At Your Seat: Students will
complete leveled workbook
activities for Topic 5.
* T - Teacher Led* Below- level: Discuss how to
multiply with multiples of 10.
Teacher will model how to solve
problems with multiples of 10. For
Grouping Strategy: Homogeneous
grouping based on multiplication
pretest.
Small Groups:
* MATH
* M- Math Fact Practice:
multiplication.com and iPads (Math
BINGO, math cards, Sushi Monster)
for multiplication fact practice.
* A- At Your Seat: Students will
complete leveled workbook activities
for Topic 5.
* T - Teacher Led* Below- level: Discuss how to
multiply with multiples of 10.
Teacher will model how to solve
problems with multiples of 10. For
Resource/Materials:
* Textbooks, workbooks, math
notebooks, multiplication word
problems, whiteboard,
multiplication tables.
Grouping Strategy: Heterogeneous
Whole Group:
*After quizzes, students divided into
pairs. The students will be given 2
sets of 20 index cards. Students will
write multiplication fact monsters
on one set and the answers to the
facts on the other set of cards.
Once cards are made, students will
play “Multiplication Concentration”
taking turns with their partner.
Assessment: Fact Fluency, Teacher
Observation, DMP Quiz
skip count by 3’s on a number line.
Teacher will model how to fill out
frayer model for a given
multiplication fact. After students
watch teacher fill out frayer model,
the teacher will give multiplication
facts and students will fill out frayer
model for each fact with teacher
guidance
* On-level: Discuss patterns for 2’s,
5’s, and 9’s. Students will be given a
multiplication chart to begin looking
for patterns. With teacher guidance
and a model, student will fill out a
frayer model from a couple of
multiplication problems.
* Above-level: Discuss patterns in
multiplication. Discuss the frayer
model and how drawing visuals show
patterns in multiplication. Students
will be given problems and will fill out
frayer model to explain how to solve
problems. Students will also fill out
frayer model from given word
problems.
* H- Hands-On Activities: Students
skip count by 3’s on a number line.
Teacher will model how to fill out
frayer model for a given
multiplication fact. After students
watch teacher fill out frayer model,
the teacher will give multiplication
facts and students will fill out frayer
model for each fact with teacher
guidance
* On-level: Discuss patterns for 2’s,
5’s, and 9’s. Students will be given a
multiplication chart to begin looking
for patterns. With teacher guidance
and a model, student will fill out a
frayer model from a couple of
multiplication problems.
* Above-level: Discuss patterns in
multiplication. Discuss the frayer
model and how drawing visuals
show patterns in multiplication.
Students will be given problems and
will fill out frayer model to explain
how to solve problems. Students
will also fill out frayer model from
given word problems.
* H- Hands-On Activities: Students
will their names on grid paper.
Once names are written on grid
paper, students will find the total
area of word/name.
will their names on grid paper.
Once names are written on grid
paper, students will find the
total area of word/name.
Assessment: Fact Fluency, Teacher
Observation
example: 20 x 4 or 300 x 5. With
teacher guidance, students will
solve given problems on
whiteboards.
* On-level: Discuss how to multiply
with multiples of 10. Teacher will
model how to solve problems with
multiples of 10. For example: 20 x 4
or 300 x 5. With teacher guidance,
students will solve given problems
on whiteboards. Students will then
be given higher level problems and
will solve with teacher guidance. For
example, 200 x 20 and 7,000 x 80.
* Above-level: Discuss how to
multiply with multiples of 10.
Teacher will model how to solve
problems with multiples of 10. For
example: 20 x 4 or 300 x 5. Students
will then create work with a partner
to create problems for each other to
solve using whiteboards.
* H- Hands-On Activities: Frayer
Model for multiplication.
*Below-level will fill out the frayer
model on given multiplication facts.
*On-level will fill out the frayer
model to help solve given simple
multiplication word problems.
*Above-level will fill out the frayer
model to help solve more complex
multiplication word problems.
example: 20 x 4 or 300 x 5. With
teacher guidance, students will solve
given problems on whiteboards.
* On-level: Discuss how to multiply
with multiples of 10. Teacher will
model how to solve problems with
multiples of 10. For example: 20 x 4
or 300 x 5. With teacher guidance,
students will solve given problems on
whiteboards. Students will then be
given higher level problems and will
solve with teacher guidance. For
example, 200 x 20 and 7,000 x 80.
* Above-level: Discuss how to
multiply with multiples of 10.
Teacher will model how to solve
problems with multiples of 10. For
example: 20 x 4 or 300 x 5. Students
will then create work with a partner
to create problems for each other to
solve using whiteboards.
* H- Hands-On Activities: Frayer
Model for multiplication.
*Below-level will fill out the frayer
model on given multiplication facts.
*On-level will fill out the frayer
model to help solve given simple
multiplication word problems.
*Above-level will fill out the frayer
model to help solve more complex
multiplication word problems.
Assessment: Fact Fluency, Teacher
Observation
Assessment: Fact Fluency, Teacher
Observation
Assessment: Fact Fluency, Teacher
Observation
Assessment :
Assessment :
Assessment :
Assessment :
Assessment :
Pre/Post-Test:
Formative: Teacher observation
Facts Practice
Summative:
Performance Based: Area of name
Pre/Post-Test:
Formative: Teacher observation
Facts Practice
Summative:
Performance Based: Area of name
Pre/Post-Test:
Formative: Teacher observation
Facts Practice
Summative:
Performance Based: Frayer model
Pre/Post-Test:
Formative: Teacher observation,
Facts Practice
Summative:
Performance Based: Frayer model
Pre/Post-Test:
Formative: DMP Quiz, Teacher
questioning, Facts Practice
Summative:
Performance Based:
Homework:
DCC Review 5-4
Homework:
DCC Review 5-5
Homework:
DCC 5-6
Homework:
DCC 5-7
Homework:
None