Name: Ms. Bailey & Ms.

Shirley
Subject: Math

2016-2017 Lesson Plan Template

Day of Week: Monday-Friday
Date: April 3-7
Standards: Bell Ringer:
M.3.2 M. What is the fraction located at
point A on the number line.
Interpret whole-number
quotients of whole numbers,
T. Identify the missing number. 1=8/?
e.g., interpret 56 8 as the
number of objects in each share W. Write the missing factor. 2 X ? =
when 56 objects are partitioned 18
equally into 8 shares, or as a
number of shares when 56 R. Draw a diagram so show .
objects are partitioned into
equal shares of 8 objects each F. Draw a number line representing
(e.g., describe a context in 7/8.
which a number of shares or a
number of groups can be
expressed as 56 8)

M.3.14

Understand a fraction as a
number on the number line and
represent fractions on a number
line diagram.

M.3.7
Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

Learn multiplication tables

(facts) with speed and memory
in order to fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and division (e.g.,
knowing that 8 5 = 40, one
knows that 40 5 = 8) or
properties of operations by the
end of Grade 3.

I can statement
M. I CAN SOLVE NUMBER FRACTION
STORIES.

T. I CAN NAME FRACTIONS OF SETS

OF OBJECTS.

W. Assessment

R. I CAN USE RULERS TO MEASURE

Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

TO THE NEAREST INCH.

F. I CAN DEVELOP STRATEGIES FOR

SOLVING EXTENDED MULTIPLICATION
AND DIVISION FACTS.

Direct Instruction: Guided Practice: Independent Practice:

M. 7-11 Fractions in Number Stories M. Journal pg. 246-247 M. Journal pg. 248

T. 7-12 Fractions of Collections T. Journal pg. 249 T. Journal pg. 250

W. 7-13 Assessments W. assessment W. assessment

R. 8-1 Measuring to the nearest R. Journal pg. 252 R. Journal pg. 253
Inch
F. Journal pg. 255-256 F. Journal pg. 258
F. 8-2 Extended Facts: Multiplication
and Division

High Yield Instructional Strategies : Cooperative Learning Approaches: Closure Activity:

M. Exit Slip
On the clock Number Stories
Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

Wait time Manipulatives (pennies) T. Collaboration with partner
Wait time extended Measuring fingers
Assessment check in A new classroom bookcase W. Assessment
Reteach (estimating measurements)
R. Exit slip

F. Collaboration with partner

Standards: Bell Ringer:

Day of Week: Monday-Friday M What unknown number makes the
M.3.3 equation true? 270=?X3
Date: April 10-14
Use multiplication and division
T. What unknown number makes the
within 100 to solve word
equation true? 628-96=628-100+?
problems in situations involving
equal groups, arrays and W. When rounding to the nearest ten,
measurement quantities (e.g., what is the least whole number that
by using drawings and rounds to 840?
equations with a symbol for the
Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

unknown number to represent R When rounding to the nearest ten,

what is the greatest whole number
the problem).
that rounds to 640?

F What unknown number makes the

M.3.2
equation true? 330-50=300-?
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
(e.g., describe a context in
which a number of shares or a
number of groups can be
expressed as 56 8).

M.3.6
Understand division as an
unknown-factor problem (e.g.,
find 32 8 by finding the
number that makes 32 when
Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

multiplied by 8).

M.3.7
Learn multiplication tables
(facts) with speed and memory
in order to fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and division (e.g.,
knowing that 8 5 = 40, one
knows that 40 5 = 8) or
properties of operations by the
end of Grade 3.

M.3.15
Explain equivalence of fractions
in special cases and compare
fractions by reasoning about
their size.

I can statement

M. I CAN FIND FACTORS OF

Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

COUNTING NUMBERS.

T. I CAN USE CLUES TO MAKE

CONJECTURES AND ARGUMENTS
ABOUT THE TOTAL NUMBER OF
CHAIRS IN A ROOM.

W. I CAN DISCUSS HOW TO FIND

PRODUCTS FOR A GIVEN FACTOR.

R. I CAN MODEL EQUAL-SHARING

SITUATIONS WITH $10 AND $1 BILLS.

F. I CAN COMPARE FRACTIONS,

GENERATE EQUIVALENT FRACTIONS,
AND EXPLORE THE AREAS OF
RECTANGLES.

Direct Instruction: Guided Practice: Independent Practice:

M.8-3 Factors of Counting Numbers M. Journal pg. 259 M. Journal pg. 260

T. 8-4 Setting Up Chairs T. Journal pg. 261 T. journal pg. 262

W. 8-5 Playing Factor Bingo W. Journal pg. 263 W. Journal pg. 264
Name: Ms. Bailey & Ms. Shirley
Subject: Math

2016-2017 Lesson Plan Template

R. 8-6 Sharing Money R. Journal pg. 266 R. Journal pg. 267

F. 8-7 Exploring Number Lines, F. Journal pg. 268 F. Journal pg. 269-270
Fractions, and Area

High Yield Instructional Strategies : Cooperative Learning Approaches: Closure Activity:

M. Collaboration with partner
Array Bingo
On the clock Using arrays for word T. Exit Slip
Wait time problems
Wait time extended Factor Bingo W. Collaboration with partner
Assessment check in Manipulatives (money)
reteach Exploring Geoboard Areas R. Exit Ticket

F. Collaboration with Partner