3rd Grade – Christine Faciane
ELA: A Castle on Viola Street/ Adjectives and Articles
Math: Unit 4; Lessons 9-14
Science: Animal Habitats
Week: 28 (March 17-March 21)
Mon
8:40-9:00
EDC
9:00-9:15
Math
Lesson
9:1510:30
*Stations
from 10:1510:30
*Guidance
every Wed
at 10:30
Tues
Wed
Unpack/Announcements/
Morning Meeting
Day: 129
Calendar
Counting Tape
Hundred Chart
Daily Depositor
Computations &
Connection
Unpack/Announcements/
Morning Meeting
Day: 130
Calendar
Counting Tape
Hundred Chart
Daily Depositor
Computations &
Connections
Unpack/Announcements/
Morning Meeting
Day: 131
Calendar
Counting Tape
Hundred Chart
Daily Depositor
Computations &
Connections
4.9& 4.10
4.11 & 4.12
4.13 & 4.14
Thur
Unpack/Announcements/
Morning Meeting
Day: 132
Calendar
Counting Tape
Hundred Chart
Daily Depositor
Computations &
Connections
Weekly Assessment!
4.9
Reasoning about Area
Objectives:
The student will analyze
different rectangles and
reason about their area.
Materials:
PPT 4.9
BLM 4.9
BLM 4.9 Grid Template
4.11
Arrays and the
Associative Property
Objectives:
The student will
demonstrate possible
whole number side lengths
of rectangles with areas
of 24, 36, 48, or 72
square units using the
associative property.
4.13
Decomposing Rectangles
Objectives:
The student will find
areas by decomposing into
rectangles or completing
composite figures to form
rectangles.
Materials:
PPT 4.13
Stations:
Two Equal Groups 1.2,
Circles and Stars 1.3,
Three Equal Groups 1.4,
Equal Rows in a Marching
Band 1.9,
Roll the Dice 1.13,
Multiply it 1.14,
Shake, Rattle, and Roll
1.15,
Fri
No Students!
BLM Multiply 6
BLM 4.9 Exit Ticket
BLM Mid-Unit
Assessment
Group Skip Counting:
Mad minutes can be given
to help with fluency.
Encourage students to
answer more today than
yesterday. These may not
be given for a grade.
Sixes to 60
Sevens to 70
Eights to 80
Nines to 90Review the 69 facts.
*You might want to give
the BLM Multiply by 6
fluency practice for the
next few days.
Encourage students to
get more correct ‘today’
than yesterday. This may
not be given for a grade.
Learning Plan and
Activities:
Find the Area: This
fluency reviews
strategies for finding the
area of a rectangle.
*Slides 2-3 give students
an array to solve the
area.
Decompose the
Multiplication Sentence:
Materials:
PPT 4.11
BLM 4.11
BLM Check-Up 3
Group Skip Counting:
Mad minutes can be given
to help with fluency.
Encourage students to
answer more today than
yesterday. These may not
be given for a grade.
*Sixes to 60
*Sevens to 70
*Eights to 80
*Nines to 90
*Review the 6- 9 facts.
Learning Plan and
Activities:
Find the Unknown
Factor: This fluency
anticipates the objective
of today’s lesson.
*Use slides 2-3 as
students quickly complete
the number sentence.
Find the Area: This
fluency reviews using the
distributive property
from Lesson 4.10.
*Use slides 4-6 as
students solve the
problems.
BLM 4.13
BLM 4.13 Grid Template
BLM Multiply 7
Group Skip Counting:
Mad minutes can be given
to help with fluency.
Encourage students to
answer more today than
yesterday. These may not
be given for a grade.
*Sixes to 60
*Sevens to 70
*Eights to 80
*Nines to 90
*Review the 6- 9 facts.
*You might want to give
the BLM Multiply by 7
fluency practice for the
next few days. Encourage
students to get more
correct ‘today’ than
yesterday. This may not
be given for a grade.
Learning Plan and
Activities:
Find the Common
Products: This fluency
reviews multiplication
patterns. This is the same
activity that was done
earlier with 2/4, 4/8, and
3/6
*Use slides 2-5 as
students will skip-count
by fours and eights.
Making Equal Groups 1.16,
Sharing Marbles Equally
1.16,
Multiplication Four in a
Row 1.19,
Cuisenaire Multiplication
1.23
This activity anticipates
the distributive property
used Lesson 4.10, while
reviewing Unit 3
concepts.
*Slides 4-5 review the
distributive property.
Remind students that
breaking apart the 5 is an
efficient strategy
because fives are easy to
figure out.
Application Problem:
This problem reviews the
concept of finding area.
Students will likely solve
by multiplying side
lengths, having just
practiced this strategy in
Lesson 4.8.
*Use slide 6 as students
work the problem. Slide
7 reveals the solution.
Concept Development:
*Students will need BLM
4.9 and the 4.9 grid
template for this
problem.
*Use slides 8- 13 as you
guide students in
following directions and
working problems 1 and 2
on BLM 4.9.
*Use slides 10-15 as you
guide students in
following directions to
Application Problem: This
problem reviews Lesson
4.10’s concept of applying
the distributive property
to find the total area of a
large rectangle by adding
two products. It also
reviews factors of 36 and
multiples of 12 that lead
into the Concept
Development.
*Use slide 7 as students
work the problem. Slide 8
reveals the solution.
Students will match the
matching products and
then discuss how the
facts are related.
Concept Development:
*Use slides 9-16 as you
guide students as they
continue to break apart
rectangles using the break
apart and distribute
strategy. Students will
review how using the
commutative and
associative properties
help you to solve
problems.
*Use slides 14-16 as
students try to find all
the possible side lengths
for the rectangles with an
area of 24, 48, and 72.
Concept Development:
Problem 1: Add using the
break apart strategy to
find area of a composite
shape.
*Use slides 7-12 as you
guide students as they
break apart a rectangle
and then add to find the
area of both rectangles.
*Slide 13 shows other
figures to break apart
into rectangles and then
add to find the area.
Discuss different ways of
looking at each figure.
Guided Practice:
*Slides 17-19 as students
look and 5 rectangles that
have the same are.
Discuss the differences in
Application Problem: This
problem reinforces the
strategy of breaking a
larger shape apart into 2
smaller shapes to find the
total area.
*Use slide 6 as students
work the problem. Click
to reveal the solution.
Problem 2: Subtract to
find area of a composite
shape.
*Use slides 14-17 as you
guide students as they
find the area of the total
make smaller arrays and
adding them together.
Guided Practice:
*Use BLM 4.9 #3-4 to
guide students as they
apply reasoning skills
about rectangles.. As
students become
proficient they may work
independently. You may
select problems for
students to complete at
home.
*BLM 4.9 Exit Ticket can
be used to determine
proficiency of students.
*Use BLM 4.9 page 2 as
needed for additional
practice. You may select
problems for students to
complete at home.
*Review the
multiplication facts.
Homework:
Practice multiplication
facts.
BLM 4.9: Teacher
selected problems
******************
4.10
Applying the
Distributive Property
Objectives:
The student will apply
the way the rectangles
look. Discuss ways to
break apart some of the
more difficult rectangles.
Slide 20 has several
questions concerning the
area of the 5 rectangles.
*Slides 20-23 provide
additional practice. As
students become
proficient they may work
independently.
*Use slide 24-25 as the
Exit Ticket. This can be
used to determine
proficiency of students.
*Use BLM 4.11 as needed
for additional practice.
You may select problems
for students to complete
at home.
*Review the multiplication
facts.
Homework:
Practice multiplication
facts.
BLM 4.11: Teacher
selected problems
**********************
4.12
Area Word Problems
Objectives:
The student will solve
word problems involving
area.
rectangle. Then find the
area of the smaller
rectangle. Students will
subtract to find the area
of the shaded part.
Problem 3: Subtract to
find area of a composite
shape with missing side
lengths.
*Use slides 18-20 as you
help students find the
total area when there is a
missing side length.
Guided Practice:
*Slides 21-24 as you guide
students as they continue
to find the total area of a
figure made up of 2
rectangles. As students
become proficient they
may work independently.
*Use slide 25 as the Exit
Ticket. This can be used
to determine proficiency
of students.
*Use BLM 4.13 as needed
for additional practice.
You may select problems
for students to complete
at home.
*Review the multiplication
facts.
Homework:
Practice multiplication
facts.
the distributive property
as a strategy to find the
total area of a large
rectangle by adding two
products.
Materials:
PPT 4.10
BLM 4.10
BLM 4.10 Tiling Template
– Each student needs one
template (8 on a page)
Square-centimeter tiles
Learning Plan and
Activities:
Find the Unknown
Factor: This fluency
anticipates finding all
possible side lengths of
rectangles with areas of
12, 24, 36, 48, and 72
square units in Lesson
4.11.
*Use slides 2-4 as
students complete the
number sentence.
Application Problem:
This problem reviews the
concept of finding area.
*Use slide 5 as students
work the problem. Click
to reveal the solution.
Concept Development:
Materials:
PPT 4.12
BLM 4.12
BLM Multiply 7
Learning Plan and
Activities:
Multiply by 7: This
activity builds fluency
with multiplication facts
using units of 7. It works
toward students knowing
from memory all products
of two one-digit numbers.
*Use slides 2 as students
quickly count skip-count
by sevens.
*You might want to give
the BLM Multiply by 7
fluency practice for the
next few days. Encourage
students to get more
correct ‘today’ than
yesterday. This may not
be given for a grade.
Find the Side Length:
This fluency reviews the
relationship between side
lengths and area.
*Use slides 3-4 as
students review area by
giving the unknown length
when total is given.
Application Problem: This
problem reviews using the
BLM 4.13: Teacher
selected problems
**********************
4.14
Decomposing Rectangles
Day 2
Objectives:
The student will find
areas by decomposing into
rectangles or completing
composite figures to form
rectangles.
Materials:
PPT 4.14
BLM 4.14
BLM Multiply 8
Learning Plan and
Activities:
Multiply by 8: This
activity builds fluency
with multiplication facts
using units of 8. It works
toward students knowing
from memory all products
of two one-digit numbers.
*Students will skip-count
by eights. Students use
fingers to count as they
skip count. 6 x 8, 8 x 8, 7
x 8, 9 x 8
*You might want to give
the BLM Multiply by 8
fluency practice for the
*Students will need BLM
4.10, tiling template for
this problem. Give
students time to use
square-centimeter tiles
to find the area of the
large rectangle.
*Use slides 6-11 as you
guide students as they
break apart the tiling
template and use the
distributive property as a
way to look at the 2
rectangles. Remind
students that we know
our five and ten facts so
it is easier to break
arrays using those easy
facts.
*Use slides 12-15 as you
guide students in
breaking apart an 18 x 9
array.
Guided Practice:
*Slides 15-18 provide
more problems to use for
guiding students as they
break apart rectangles
and use the distribute
strategy to figure out
more difficult rectangles.
As students become
proficient they may work
independently. You may
select problems for
students to complete at
home.
associative property to
generate whole number
side lengths of rectangles
with a given area.
*Use slide 5 as students
work the problem. Slide 6
reveals the solution.
Concept Development:
Problem 1: Solve area
word problems with 1 side
length unknown.
*Use slides 7-9 as you
guide students as they
read and interpret a word
problem involving 1 side
length unknown.
*Use slide10 as two
additional word problems
with 1 side length
unknown.
Problem 2: Choose a
strategy to find the area
of a larger rectangle.
*Use slides 11-13 as you
guide students as they
choose a strategy to work
a word problem involving
find the area of an area
model problem.
*Slide 14 has two
additional word problems
where students choose a
strategy and solve.
Encourage students to
share their strategy and
why.
next few days. Encourage
students to get more
correct ‘today’ than
yesterday. This may not
be given for a grade.
Find the Area: This
fluency reviews the
relationship between side
lengths and area and
supports the perception
of the composite shapes
by moving from part to
whole using a grid.
*Use slides 2-3 as
students answer the
questions and find the
area each figure.
Application Problem: This
problem reviews Lesson
4.13’s concept of finding
area of composite shapes.
Students may choose to
break apart their
rectangles in different
ways for Part (a).
*Use slide 4 as students
work the problem. Slide 5
reveals the solution.
Concept Development:
Problem 1: Choose an
appropriate method for
finding the area of a
composite shape.
*Students need BLM 4.14
*Use slide 20 as the Exit
Ticket. This can be used
to determine proficiency
of students.
*Use BLM 4.10 as needed
for additional practice.
You may select problems
for students to complete
at home.
*Review the
multiplication facts.
Homework:
Practice multiplication
facts.
BLM 4.10: Teacher
selected problems
Math Log: Compare the
equations you used to
solve Problems 1(b) and
2(b) on BLM 4.9. How are
they the same? How are
they different?
Stations:
Two Equal Groups 1.2,
Circles and Stars 1.3,
Three Equal Groups 1.4,
Equal Rows in a Marching
Band 1.9,
Roll the Dice 1.13,
Multiply it 1.14,
Shake, Rattle, and Roll
1.15,
Making Equal Groups 1.16,
Guided Practice:
*Slides 15-19 as you guide
students as they chose a
strategy to solve word
problems. As students
become proficient they
may work independently.
*Use slide 20 as the Exit
Ticket. This can be used
to determine proficiency
of students.
*Use BLM 4.12 as needed
for additional practice.
You may select problems
for students to complete
at home.
*On Core pages 179-180
*Review the multiplication
facts.
Homework:
Practice multiplication
facts.
BLM 4.12: Teacher
selected problems or On
Core pages 179-180
Math Log: How do you use
the strategy we learned
today to find all possible
side lengths for a
rectangle with an area of
60 square units?
Stations:
to work Problem 1a with
you as you guide them
through slides 6-8.
Students will break apart
a rectangle by choosing an
appropriate method for
finding the area of a
composite shape.
*Slide 9 shows problem 1b
on BLM 4.14.
Problem 2: Solve a word
problem involving area of
non-rectangular shapes.
*Use slides 10-12 as you
guide students as they
find the area of a word
problem. Students should
draw and label as they
work through the problem.
Problem 3:
*Slide 13 shows problem 2
on BLM 4.14. Give
students a few minutes to
see if they can solve with
a partner or
independently, then
discuss and solve.
Guided Practice:
*Use BLM 4.14 as you
guide students as they
continue to find the total
area of a figure made up
of 2 rectangles. As
students become
proficient they may work
Sharing Marbles Equally
1.16,
Multiplication Four in a
Row 1.19,
Cuisenaire Multiplication
1.23
Two Equal Groups 1.2,
Circles and Stars 1.3,
Three Equal Groups 1.4,
Equal Rows in a Marching
Band 1.9,
Roll the Dice 1.13,
Multiply it 1.14,
Shake, Rattle, and Roll
1.15,
Making Equal Groups 1.16,
Sharing Marbles Equally
1.16,
Multiplication Four in a
Row 1.19,
Cuisenaire Multiplication
1.23
independently. You may
select problems for
students to complete at
home.
*Use slide 14 as the Exit
Ticket. This can be used
to determine proficiency
of students.
*On Core pages 181-182
*Review the multiplication
facts.
Homework:
Practice multiplication
facts.
BLM 4.14: Teacher
selected problems or On
Core pages 181-182
Math Log: Is it possible
for 2 people to break
apart a figure into
different rectangles and
both get the correct
answer? Explain. Give an
example.
Stations:
Two Equal Groups 1.2,
Circles and Stars 1.3,
Three Equal Groups 1.4,
Equal Rows in a Marching
Band 1.9,
Roll the Dice 1.13,
Multiply it 1.14,
Shake, Rattle, and Roll
1.15,
Making Equal Groups 1.16,
Sharing Marbles Equally
1.16,
Multiplication Four in a
Row 1.19,
Cuisenaire Multiplication
1.23
Spelling
10:3010:50
Spelling
Tic-tac-toe
TM 321 G & H
Student: pg.161
Homework pg.162
Spelling
Tic-tac-toe
TM 321 G & H
Student: pg.163
Homework pg.164
Spelling
Tic-tac-toe
TM 321 G & H
Musical Spelling Words
Homework pg.166
Spelling Test
Language
10:5011:15
TM pg. 321 I & J
*Intro Theme flipchart
*TSW complete an
activity on Theme
*Intro Adjectives
*TSW complete a
worksheet pg. 161
Homework: pg. 162
*TM pg. 321 I & J
*TTW introduce Context
Clues with a flipchart
TSW work with a partner
to complete a worksheet
on Context clues
*TSW complete pg. 163 on
Adjectives
Homework: pg. 164
*TM pg. 321 I & J
*Review Theme
*TSW complete a
worksheet on Theme
*Review Adjectives
*TSW complete a
worksheet on Adjectives
pg 166
Homework Review Packet
*Test on Adjectives
Elective
11:1511:45
Reading
11:4512:20
Library
*TSW complete an
Anticipation Guide on the
story
*TSW partner read A
Art
*TSW listen to the story
*TCW go over the next 6
questions
*TSW work with a
PE
*TCW go over the next 6
questions
*TCW review vocabulary
words *TSW write
Music
*Test on Castle on Viola
Street (Graded)
*Vocabulary Test
*Enrichment
power
points,
promethean
flips,
Brainpop jr.
Writing
12:2012:50
Lunch/
Recess
12:50 1:35
Writing
1:35-2:05
Literacy
Stations
2:05
2:45
Sc/SS
2:45 –
3:30
Castle on Viola Street on
pg. 295.
TCW answer questions 1 –
8 from GC
*Review vocabulary words
(downtown, appliances,
owners, construction,
equipment and leaky)
*TSW write sentences
with the first 2 words
partner to complete a
theme map
*TCW review vocabulary
words *TSW write
sentences with the next 2
vocabulary words
sentences with the next 2
vocabulary words
*TCW complete a word
search using the
vocabulary words
WFTB-Day 1
WFTB-Day 2
WFTB-Day 3
WFTB-Day 4
Lunch/recess
Lunch/recess
Lunch/recess
Lunch/recess
WFTB-Day 1
WFTB-Day 2
WFTB-Day 3
WFTB-Day 4
word detective
language collection
spin and spell
comprehension passages
word search
editing
roll the dice comprehension
ar
partnered leveled reading
word detective
language collection
spin and spell
comprehension passages
word search
editing
roll the dice comprehension
ar
partnered leveled reading
word detective
language collection
spin and spell
comprehension passages
word search
editing
roll the dice comprehension
ar
partnered leveled reading
word detective
language collection
spin and spell
comprehension passages
word search
editing
roll the dice comprehension
ar
partnered leveled reading
*Intro Chapter 9 –
*Intro Lesson 2-
*TTW show flipchart on
Brainpop videos on
Vocab” recycle, pollution
Extinction and the
Test on Chapter 9
(Graded)
habitats –Freshwater,
Brainpop on Recycling
Environment *TCW read
Forests, Rainforests
(Graded)
Lesson 3 pages 345 – 347
Combine for a grade
*Read pg. 341-343
*TTW show a brainpop on
*Read pg. 333-339
*TTW show flipchart on
Endangered Species
recycling
(Graded)
Lesson 4 – Read pg. 349-
351
3:30-3:40
Gator Goodbye/ Pack up
Gator Goodbye/ Pack up
Gator Goodbye/ Pack up
Gator Goodbye/ Pack up