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    Teachingmath Day1712116

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    This lesson plan covers a math and science block in a 3rd grade classroom. In math, students will work through different stations on patterns and geometric growth patterns. They will also review previous math problems and facts. In science, students will learn about the water cycle through a video and worksheet activities. Formative assessments include an exit slip in both subjects to check understanding before a later quiz. The plan outlines the objectives, procedures, and timing for each section.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Teachingmath Day1712116

    Uploaded by

    api-214791583
    32 views7 pages
    This lesson plan covers a math and science block in a 3rd grade classroom. In math, students will work through different stations on patterns and geometric growth patterns. They will also review previous math problems and facts. In science, students will learn about the water cycle through a video and worksheet activities. Formative assessments include an exit slip in both subjects to check understanding before a later quiz. The plan outlines the objectives, procedures, and timing for each section.

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    teachingmath-day1712116

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    This lesson plan covers a math and science block in a 3rd grade classroom. In math, students will work through different stations on patterns and geometric growth patterns. They will also review previous math problems and facts. In science, students will learn about the water cycle through a video and worksheet activities. Formative assessments include an exit slip in both subjects to check understanding before a later quiz. The plan outlines the objectives, procedures, and timing for each section.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    32 views7 pages

    Teachingmath Day1712116

    Uploaded by

    api-214791583
    This lesson plan covers a math and science block in a 3rd grade classroom. In math, students will work through different stations on patterns and geometric growth patterns. They will also review previous math problems and facts. In science, students will learn about the water cycle through a video and worksheet activities. Formative assessments include an exit slip in both subjects to check understanding before a later quiz. The plan outlines the objectives, procedures, and timing for each section.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    Blair Vaughn

    December 1, 2016

    Patterns: Geometric Patterns


    Essential Question: John likes to read. He buys the same number of books each time he goes
    to the book store with his dad.
    Total number of
    books after trip #1

    Total number of
    books after trip #2

    Total number of
    books after trip #3

    Total number of
    books after trip #2

    14

    21

    28

    The table shows the total number of books John has after each visit. How many books does
    John buy each visit to the book store? A) 7 B) 8 C) 5 D) 6
    Standards: (math) 3.19 The student will recognize and describe a variety of patterns

    formed using numbers, tables, and pictures, and extend the patterns, using the same or
    different forms.
    Purpose: This is the second lesson about patterns. The lesson focuses on recognizing,
    building, and extending patterns with pictures, numbers, and tables.
    Learning Styles: Visual, Kinesthetic
    Hook:
    Allotted Time: 1 hour 5 minutes(math)
    Whole Group Instruction
    Time

    Activity

    Procedures and Comments

    <5
    minutes

    Go over
    Classroom
    Expectations

    1. The teacher will then go over the classroom


    expectations with the class and stress the
    importance of meeting the classroom expectations,
    along with the consequences for not meeting
    expectations.
    Comments: By reviewing the classroom expectations
    daily, the students are re-informed of the expectations
    they are to meet.
    1. After going over the classroom expectations, the
    teacher will read the days agenda and goal to the
    students, which will be written on the board.
    a. Thursdays Agenda:
    i.
    Go over Classroom Expectations
    ii.
    Fast Facts
    iii.
    Problem Solver
    iv.
    The Water Cycle Lesson 3
    v.
    Patterns Workshop
    b. Thursday Goal:
    1

    Blair Vaughn
    December 1, 2016

    i.

    5
    minutes

    Fact fluency
    Review

    10
    minutes

    Problem Solver of
    the Day
    Skills
    addressed:
    Tallies/Addition/C
    harts
    Resource: CCSS
    Spiral Problem of
    the Day

    50
    minutes

    Patterns
    Workshop:
    Geometric
    Patterns
    SOL 3.19

    We will work productively during


    math workshop and our science
    lesson today.

    1. Say, Class, take a practice sheet from your


    supplies desk. You have 3 minutes to solve as
    many division facts as you can. You may or may
    not solve them all. That is okay! I just want to see
    how many you can solve in 3 minutes. When you
    finish, make sure your name is on your paper and
    turn it in your basket at your supplies desk. Ready,
    set, go!
    2. Facts students will be solving will come from:
    http://www.math-aids.com/cgi/pdf_viewer_2.cgi?
    script_name=div_single_horiz.pl&A1_1=1&A1_2=1
    &A1_3=1&A1_4=1&A1_5=1&A1_6=1&A1_7=1&A1_
    8=1&A1_9=1&A1_10=1&A1_11=1&A1_12=1&A2_1
    =1&A2_2=1&A2_3=1&A2_4=1&A2_5=1&A2_6=1&
    A2_7=1&A2_8=1&A2_9=1&A2_10=1&A2_11=1&A
    2_12=1&layout=1&probs=20&language=0&memo
    =&answer=1&x=153&y=12
    Comments: The math fact practice covers facts ranging
    from 0-12, which have been covered in class.
    1. Say, Everyone grab a sheet of notebook paper
    from your supplies desk. Write Problem Solver
    at the top of the page, along with your name and
    todays date.
    2. Show Slide 68, 3rd Grade CCSS Spiraling Problem
    of the Day Part 1: Day 33.
    a. How many people were surveyed in the
    tally table showing what did you eat for
    lunch? Explain how you know.
    2. Say, Quickly write the problem and solve it. You
    will have 5 minutes.
    3. After students finish the problem solver, quickly
    discuss the answer. Ask for student responses on
    how they solved the problem.
    4. Papers will be placed in the supplies desk basket.
    1. Explain the math workshops for the day via Elmo:
    a. Today we will have Math by Myself, Math
    with a Friend, Technology, and Math
    with my Teacher.

    Blair Vaughn
    December 1, 2016

    b. Show the Math by Myself activity via Elmo:


    Geometric Patterns (growth patterns)
    worksheets: Whats Missing? and Play by
    Play.
    c. Explain the Math with My Teacher: You
    will visit the teachers station and we will
    review questions from the quiz yesterday.
    d. Show the Math with a Friend activity via
    Elmo: For this activity, you will practice
    multiplication with the 10 Rolls Game.
    e. The technology station will be Reflex Math.
    You will not have a lot of time, so work hard
    to get your green light quickly!
    2. Each station will be 15 minutes. The timer will be
    the transition cue. The teacher will give students a
    3 minute warning prior to the timer going off.
    5
    minutes

    Exit Slip

    1. Hand out the exit slips to the supplies tables.


    2. Have students complete the slip and bring it to me as
    they come to the rug. Say, When you get your exit
    slip, write your name on it and when you finish bring it
    to me and come have a seat at the rug.

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    Assessment

    The Exit Slip will serve as a formative assessment tool for


    this lesson.

    Reflection:
    What worked?
    What didnt work?
    Comments:
    3

    Blair Vaughn
    December 1, 2016

    Science Lesson
    Essential Understanding:

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    Standards: (science) 3.9 The student will investigate and understand the water cycle and

    its relationship to life on Earth. Key concepts include a) there are many sources of water on
    Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several
    processes; d) water is essential for living things; and e) water on Earth is limited and needs
    to be conserved.
    Purpose: In this lesson, students will learn about the water cycle to prepare for the quiz on
    Friday.
    Hook: The Flocabulary video will serve as a hook for the lesson.
    Allotted Time: 45-50 minutes (science)
    Time

    Activity

    Procedures and Comments

    5-10
    minutes

    Flocabulary video

    1. Show the Flocabulary video about the water cycle.

    40-45
    minutes

    All the Water on


    Earth

    1. Hand out to students the All the water on Earth


    sheets.
    2. Guide students through the worksheets and have
    students color the water levels as they are being
    discussed.
    4

    Blair Vaughn
    December 1, 2016

    3. After finishing the water on Earth sheets, discuss


    and complete the Water Cycle Study Guide to
    prepare them for the test on Friday.
    5
    minutes

    Formative
    Assessment: Exit
    Slip

    1. Print out slips of paper with the following question on


    it. Place on students supplies desks.
    2. Say, Write your name on the exit slip, answer the
    question, and hand your paper to me as you line up
    to leave.

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    Reflection:
    What worked?
    What didnt work?
    Comments:

    Blair Vaughn
    December 1, 2016

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    December 1, 2016

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