UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Lily Garcia PSMT Name: Caitlin Tomassetti /

Julie Reynolds

Lesson Plan Lesson Plan Topic: Math,Writing, and

Title: Reading

Date: 3/13/17/ - 3/17/17 Estimated Time:

Grade Level: Grade 3 School Site: Vegas Verdes

1. State Standard(s):
Math:
3.OA.B.5 - Apply properties of operations as strategies to multiply and divide.
3. OA.C.7 - 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 40 5 = 8) or
properties of operations.
3.OA.D Solve problems involving the four operations, and identify and explain
patterns in arithmetic.
3.NBT.A Use place value understanding and properties of operations to perform
multi-digit arithmetic. (A range of algorithms may be used.
Writing:
W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with
reasons.

Reading:
W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.

3. Objective(s):
Math:
Monday: SWBAT use doubling to solve facts with at least one even factor
Tuesday: SWBAT use doubling to solve facts with at least one even factor
Wednesday: SWBAT use a number grid to help them identify patterns in multiplication
products
 Thursday: SWBAT solve number sentences containing parentheses
Friday: SWBAT solve number sentences using the order of operations

Writing:
Monday: SWBAT determine whether a statement is a fact or an opinion
Tuesday: SWBAT state their opinions on a topic
Wednesday: SWBAT use a tree map to organize reasons that support their opinions
Thursday: SWBAT use transition words and phrases to connect reasons
Friday: SWBAT use math knowledge to complete a SBAC Math Performance Task

Reading:
SWBAT complete a SBAC Performance Task using knowledge of thinking maps as a
framework for writing an informational text.

4. Materials and Technology Resources:

Math:
Math Journal 2
Whiteboards
Centimeter Cubes
Rectangles
Fact Strategy Wall
Number Grid Poster (With post-its)
Crayons / Colored pencils
Student Reference Books
Number Cards for Name That Number
Shape Cards and ruler for playing Whats My Polygon Rule?
Scientific and four-function calculators
Fact Triangles for Beat the Calculator

Writing:
Agree / Disagree Signs
Fact and Opinion statements
Fact and Opinion cards
This or That Animal Debate by Joan Axelrod-Contrada
Blank paper for students tree maps
List of transition words
Performance task, performance task corea ideas, and performance task rubric

Reading:
 Grade 3 Informational Performance Task: Astronauts
Blank paper for students tree maps
Lined paper for students writing

5. Instructional Procedures
Monday - Math, Writing, and Reading
Math / Writing-
8:15 - 8:50 ST Math (Computer Lab)
8:50 - 9:30 Lesson 5-5: Multiplication Facts Strategies - Doubling, Part 1
a. Motivation/Engagement:
SW begin with Mental Math and Fluency:
SW record a helper fact for each given fact and then use the helper fact to
find the answer
3x4=? 6x4=? 8x6=?

b .Developmental Activities or Learning Experiences:

SW complete the Math Message with their shoulder partners:
Work with a partner. For an assembly, your class sets up 4 rows with 6
chairs in each row for a total of 24 chairs. Another class sets up 4 more
rows with 6 chairs in each row. Now there are 8 rows of chairs with 6
chairs in each row. How many chairs are there altogether? Use
centimeter cubes and grid paper to show your thinking.
SW review the math Message with their face partners
SW share strategies with the whole class
TW highlight the idea of breaking the 8-by-6 array into two 4-by-6 arrays and
adding 24 + 24 to solve
TW define doubling as adding a number to itself or multiplying a number by 2.
TW explain that doubling results in even numbers
i.e. 24 was doubled to find 48 total chairs
TW explain that students will use doubling to help them solve facts with at least
one even factor
SW practice doubling by using areas of rectangles
TW ask volunteers to demonstrate doubling for the class
SW work with a partner to practice doubling using page 164 from Math Journal 2.

TW review objectives and vocabulary

SW work on Math Journal 2, page 166 to review bar graph questions
9:30 - 10:00 Opinion Writing
b. Developmental Activities or Learning Experiences:
SW play Agree or Disagree as a whole group
TW read statements and SW respond to each statement by choosing between the
side of the room labeled Agree and the side labeled Disagree.
SW discuss each statement with a partner
SW discuss (whole group) why some students chose Agree over Disagree
SW complete an exit ticket
SW identify three statements as either a fact or an opinion
SW write one opinion sentence

10:00 - 10:30 Math Stations

b. Developmental Activities or Learning Experiences:
SW participate in Math Stations
Station 1 - Math Boxes - SW complete Journal page 126
Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner
Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of
different shapes
Station 4 - ST Math - SW use iPads to work on ST Math
Station 5 - Dancemat Typing - SW practice typing skills for SBAC
Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills
Group 1: Citlali, Omar, Anthony J., Maday, Angel A.
Rounding to the nearest 100 (Question 8)
Group 2: Fernanda C. , Thammachort, Jonathan, Viviana, Anthony J., Steven
Finding the Area (Question 21 and 23)

Reading -
10:30 - 11:15 Performance Task Practice (Whole Group)

b. Developmental Activities or Learning Experiences:

TW review Performance Task passages from last week
TW explain the first written response section of the Performance Task
SW focus on identifying key words within each question
SW begin their written responses
SW share their written responses with a partner.

11:15 - 11:45 Recess / Lunch

11:45 - 12:37 Specials (P.E.)
12:40 - 1:25 Fast ForWord (Computer Lab)

1:25 - 2:15 Book Clubs

b. Developmental Activities or Learning Experiences:
SW meet with their Book Clubs groups to read and discuss their books
SW answer questions about their books independently
TW meet with groups to discuss their books

5. Instructional Procedures
Tuesday- Math, Writing, and Reading
Math -
8:15 - 8:50 ST Math (Computer Lab)
8:50 - 9:30 Lesson 5 - 6: Multiplication Facts Strategies: Doubling, Part 2
b .Developmental Activities or Learning Experiences:
SW begin with Mental Math and Fluency
SW solve each fact, then record the rest of the fact family on whiteboards
2x4=? 3 x 4 =? 3x9=?
SW complete the Math Message
Solve Problems 1-3 on journal page 168
SW share math journal responses with their shoulder partners and then volunteers
will share with the whole class
TW explain that students will be figuring out which numbers are doubles in
multiplication facts, so that they can use doubling to solve them
SW discuss how doubling can be used to find the area of Problem 4
SW identify which factor in Problem 4 is a double
TW display 6-by-7 rectangle to model how to break the larger rectangle into
smaller rectangles
SW use page 169 of Math Journal 2 to practice doubling
SW use Multiplication Facts Chart (Journal 2 p. 160) to identify doubles
2 and 4, 3 and 6, 4 and 8
SW work on Math Journal 2, p. 170 to practice creating a bar graph
9:30 - 10:00 Opinion Writing
b. Developmental Activities or Learning Experiences:
SW begin with Fact and Opinion Game
SW be presented statements and they are to determine whether the statement is a
fact or an opinion using their fact/opinion signs
SW discuss each statement with a partner
TW pose the question: Would you rather wrestle an alligator or a black bear?
 SW participate in a Mix, Pair, Share and discuss their answer with a partner
SW be chosen to share aloud
TW read pages 8 and 9 of This or That Animal Debate
After reading This or That Animal Debate, SW participate in a Timed, Pair, Share
SW discuss the question: Did this information change your opinion or support
your opinion?
SW participate in creating a tree map to share facts about alligators and bears that they
learned from This or That Animal Debate

10:00 - 10:30 Math Stations

b. Developmental Activities or Learning Experiences:
SW participate in Math Stations
Station 1 - Math Boxes - SW complete Journal page 126
Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner
Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of
different shapes
Station 4 - ST Math - SW use iPads to work on ST Math
Station 5 - Dancemat Typing - SW practice typing skills for SBAC
Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills

Group 1: Ashley, Maday, Kaeleigh

Comparing Fractions (ST Math - M1G2L3)
3.NF.A Develop understanding of fractions as numbers. (Grade 3
expectations in this domain are limited to fractions with denominators 2,
3, 4, 6, and 8).

Group 2: Darren, Aylin

Number Patterns (ST Math - M1G4L3)
3.OA.D Solve problems involving the four operations, and identify and
explain patterns in arithmetic.

Reading -
10:30 - 11:15 Performance Task Practice (Whole Group)
b. Developmental Activities or Learning Experiences:
TW review question 2 of the Performance Task
WG identify key words in the question
SW highlight details in the Performance Task sources to help them answer question 2
SW begin writing their responses for question 2
SW participate in a hand up, stand up, pair up and share responses with a partner
11:15 - 11:45 Recess / Lunch
11:45 - 12:37 Specials (Art)
12:40 - 1:25 Fast ForWord (Computer Lab)

1:25 - 2:15 Book Clubs

b. Developmental Activities or Learning Experiences:
SW meet with their Book Clubs groups to read and discuss their books
SW answer questions about their books independently
TW meet with groups to discuss their books

5. Instructional Procedures
Wednesday - Math, Writing, and Reading
Math -
8:15 - 8:50 ST Math (Computer Lab)
8:50 - 9:30 Lesson 5 - 7: Patterns in Products
b .Developmental Activities or Learning Experiences:
SW begin with Mental Math and Fluency
SW count fractions from 0 wholes to 1 whole, clapping at the halves and
stomping at the wholes.
TW display fractions in standard notation
Count by halves: 0-halves, 1-half (CLAP), 2-halves (STOMP)
Count by fourths: 0-fourths, 1-fourth, 2-fourths (CLAP), 3-fourths, 4-fourths
(STOMP)
Count by eighths: 0-eights, 1-eighth, 2-eighths, 3-eighths, 4-eighths (CLAP),
5-eighths, 6-eighths, 7-eighths, 8-eighths (STOMP)
SW Complete the Math Message
TW display the Number-Grid Poster with post-its
Look at the Number-Grid Poster. Which numbers are covered? Explain to a
partner how you figured them out.
SW share how they determined the covered numbers
TW highlight moving up or down by 10
SW draw a line down the 10s facts column on journal page 173.
TW explain that understanding the number grid can help students identify other patterns
in multiplication products
SW circle all multiples of 5 in one color on journal page 173.
TW explain that multiples are the products of any number and a counting number
Ex) 20 is a multiple of 5 because 5 x 4 =20
 SW circle all multiples of 9 in a different color on journal page 173.
SW explain patterns they observe on page 174
SW share observations with a partner, then aloud to the class
SW use the Multiplication/Division Facts table in Student Reference Book (p. 54) to
consider patterns in even and odd products
SW practice recognizing patterns using Journal p. 175
SW work on Journal p. 176 to connect fractions of circles with fractions of hours

9:30 - 10:00 Opinion Writing

b. Developmental Activities or Learning Experiences:
TW review the alligators and bears tree map from yesterday
TW model how to create a tree map to organize ideas for opinion writing
SW create their own tree maps
SW participate in a Stand up - Hand up - Pair up to share their tree maps

10:00 - 10:30 Math Stations

b. Developmental Activities or Learning Experiences:
SW participate in Math Stations
Station 1 - Math Boxes - SW complete Journal page 126 and 133
Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner
Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of
different shapes
Station 4 - ST Math - SW use iPads to work on ST Math
Station 5 - Dancemat Typing - SW practice typing skills for SBAC
Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills
Group 1 and 2: 3.OA.B.5 - Apply properties of operations as strategies to multiply
and divide.
Group 1: Viviana, Stephanie, Steven, Maday, Ashley, Darren
3/14/17 Exit Ticket (Doubling)
Group 2: Fernanda, Tyra, Alejandro, Kaeleigh, Brianna, Aylin
3/14/17 Exit Ticket (Doubling)

Reading -
10:30 - 11:15 Performance Task Practice (Whole Group)
b. Developmental Activities or Learning Experiences:
TW review directions for Part 2 of the Performance Task
SW highlight keywords within the Performance Task assignment
SW begin planning and writing their informational article
 SW share their plans for their informational articles

11:15 - 11:45 Recess / Lunch

11:45 - 12:37 Specials (P.E.) SEMINAR
12:40 - 1:25 Fast ForWord (Computer Lab)

1:25 - 2:15 Book Clubs

b. Developmental Activities or Learning Experiences:

SW meet with their Book Clubs groups to read and discuss their books
SW answer questions about their books independently
TW meet with groups to discuss their books

5. Instructional Procedures
Thursday - Math, Writing, and Reading
Math -
8:10 - 9:00 Science with Mr. Barishman
9:00 - 9:30 Lesson 6-8: Number Sentences with Parentheses
b .Developmental Activities or Learning Experiences:
SW begin with Mental Math and Fluency
SW mentally solve equations
6x2=? 4x5=? 3x3=?
6x6=? 100 / 10 = ? 3 x 6 = ?
42 / 7 = ? 8x7=? 32 / 8 = ?
SW complete the Math Message
Read the sentences below. How many meanings can you find for each? Discuss
the meanings you find with a partner.
Nina fed Tom the gray cat.
My sister Tess and Kumar are going to the park.
SW discuss meanings of each sentence with their shoulder partner
SW share meanings aloud
TW explain that number sentences can be interpreted in more than one way, and
parentheses are used to make the intended meaning clear
TW explain that parentheses indicate which parts of a number sentence go together
TW model solving number sentences with parentheses
(25 - 8) + 7 = ? 25 - ( 8 + 7 ) = ?
SW discuss how the number sentences are alike and different
TW explain the different placement of parentheses in each number sentence
 SW practice solving number sentences with parentheses on their whiteboards
53 - (17 + 13) = ? ? = (17 - 8) x 3
48 = 68 - (4 x 5 ) (12 + 38) - 15 = 35
SW discuss how they solved the problems with their shoulder partners
TW ask: What do the parentheses indicate when they appear in a number sentence?
TW display number sentences with missing parentheses
SW work independently to solve the number sentences, then share with a partner
SW practice solving number sentences with parentheses using journal page 207
SW review the rules for Name That Number in Student Reference Book p. 249 - 250
TW model Name That Number with the class
SW play Name that Number
SW explain to their partners how parentheses change the way we interpret number
sentences
***Whats My Polygon Rule

9:30 - 10:00 Opinion Writing

b. Developmental Activities or Learning Experiences:
TW review bear vs. alligator facts
TW model how to create a tree map to organize ideas for opinion writing
SW create their own tree maps
SW participate in a Stand up - Hand up - Pair up to share their tree maps

10:00 - 10:30 Math Stations

b. Developmental Activities or Learning Experiences:
SW participate in Math Stations
Station 1 - Math Boxes - SW complete Journal page 133
Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner
Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of
different shapes
Station 4 - ST Math - SW use iPads to work on ST Math
Station 5 - Dancemat Typing - SW practice typing skills for SBAC
Small Groups - Meet the Teacher - SW meet with the teacher to work on Evaluate skills
Group 1: Stephanie
Multiplication M1G4L2
Group 2: Anthony J., Angel A., Kaeleigh
Area and Perimeter M1G4L2

Reading -
10:30 - 11:15 Performance Task Practice (Whole Group)
b. Developmental Activities or Learning Experiences:
TW review Remember points in the performance task
TW review revising and editing
SW continue working on their drafts
Students who finish writing their drafts may begin revising and editing

11:15 - 11:45 Recess / Lunch

11:45 - 12:37 Specials (Library)
12:40 - 1:25 Evaluate (Computer Lab)

1:25 - 2:15 Book Clubs

b. Developmental Activities or Learning Experiences:

SW meet with their Book Clubs groups to read and discuss their books
SW answer questions about their books independently
TW meet with groups to discuss their books

5. Instructional Procedures
Friday - Math, Writing, and Reading
Math -
8:15 - 9:00 SBAC Writing Prep (Computer Lab)
8:50 - 9:30 Lesson 6 - 10: Order of Operations
b .Developmental Activities or Learning Experiences:
SW complete Mental Math and Fluency
SW solve equations mentally
(5 x 1) - 5 = ? 8 + (2 x 2) = ?
(6+4)x2=? (5 x 3) + 15 = ?
40 - ( 5 x 2 ) = ? 100 + ( 10 x 10 ) = ?
SW use Math Journal 2 p. 211 to complete the Math Message
With a partner, read and solve the Math Message problems on journal page 211.
Discuss your answers
TW call on volunteers to share their responses with the class
TW explain the order of operations
These rules tell us what to do first and what to do next so that everyone solves
multi-step problems in the same order
TW explain that students will learn and apply the order of operations
SW turn to page 69 in the Student Reference Books
 TW guide students through page 69
TW display an equation and ask students to identify operations
3 + 4 x 2 = ? (addition, multiplication)
TW pose different number sentences so students can practice using the Order of
Operations
TW distribute a scientific calculator and a four-function calculator to each group
SW enter the number sentence 6 + 5 x 3 into each calculator and discuss the results
Sw work with a partner to solve the number sentences on journal page 212
SW turn to page 237 in their student reference books to read how to play Beat the
Calculator
SW use fact triangles to play Beat the Calculator in groups of three

9:30 - 10:00 Writing

b. Developmental Activities or Learning Experiences:
TW discuss performance tasks and SBAC
TW review the Performance Task and Core Ideas
As a whole group, we will identify key words
With a partner, SW complete the Performance Task and discuss each step
SW discuss which parts of a performance task are most important to focus on

10:00 - 10:30 Math Stations

b. Developmental Activities or Learning Experiences:
SW participate in Math Stations
Station 1 - Math Boxes - SW complete Journal page 133
Station 2 - Fraction Memory Game - SW participate in Fraction Memory with a partner
Station 3 - Area and Perimeter Game - SW practice finding area and perimeter of
different shapes
Station 4 - ST Math - SW use iPads to work on ST Math
Station 5 - Dancemat Typing - SW practice typing skills for SBAC
Small Groups - Meet the Teacher - SW meet with teacher to work on Evaluate skills
Meet with Ms. Ts groups
Group 1: Alex, Thammachort, Dayana, Brianna, Steven, Tyra
Equivalent Fractions (Jan. Question 12)
Group 2: Ariana, Francisco, Darren, Aylin, Jeanette
Area/Distributive Property (Jan. Question 22)

Reading -
10:30 - 11:15 Performance Task Practice (Whole Group)
b. Developmental Activities or Learning Experiences:
TW revisit revising and editing
SW continue writing the final draft of their informational article
SW share their informational articles with a partner

11:15 - 11:45 Recess / Lunch

11:45 - 12:37 Specials (Music)
12:40 - 1:25 Evaluate (Computer Lab)

1:25 - 2:15 Book Clubs

b. Developmental Activities or Learning Experiences:

SW meet with their Book Clubs groups to read and discuss their books
SW answer questions about their books independently
TW meet with groups to discuss their books

7. Assessment and Evaluation of Learning:

Monday:
Math - TW use circulation and observation to formatively assess students, as well as
completed math journal pages
Reading - Students completed written responses from part of their performance task.
Writing - TW use students exit tickets as a formative assessment
Tuesday:
Math - Observation and student participation will serve as a formative assessment
Reading - Students identification of keywords within their passages as well as
completed written responses
Writing - Student participation and peer discussion will serve as a formative assessment
Wednesday:
Math - Student participation and completed math journals will serve as a formative
assessment
Reading - TW use circulation and observation as well as students plans for their
informational writing as a formative assessment.
Writing - Students completed tree maps
Thursday:
Math - Student discussion, participation, and completed math journal pages will serve as
a formative assessment
Reading - TW use students completed drafts as a formative assessment
Writing - TW use observation as well as students writing to assess students
Friday:
 Math - TW use circulation and observation to formatively assess students throughout
tasks
Reading - TW use students final drafts as well as participation and discussion to serve
as a formative assessment
Writing - Completed Performance Task

8. Homework Assignment:
Monday:
Math - Math Masters - Page 167
Reading - How to Be a Good Friend
Tuesday:
Math - Math Masters - Page 172
Reading - Caring for your Teeth
Wednesday:
Math - Math Masters - Page 174
Reading - Monarch Butterflies
Thursday:
Math - Math Masters - Page 207
Reading - Ice Cream: The Best Treat of All
Friday:
None