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Monday, January 28, 2019

Monday, January 28, 2019. Computers - 30 min: Brooklynn – Classworks : R Tyler – Classworks : R Aa’Niya – Classworks : R Michel – Classworks : M Nikayviah – Classworks : M Mattie – Classworks : M Harriya – Classworks : M Chloe – Classworks : M

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Monday, January 28, 2019

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  1. Monday, January 28, 2019 Computers - 30 min: • Brooklynn – Classworks: R • Tyler – Classworks: R • Aa’Niya – Classworks: R • Michel – Classworks: M • Nikayviah – Classworks: M • Mattie – Classworks: M • Harriya – Classworks: M • Chloe – Classworks: M • Stella – Classworks: M 7:55 – 8:40

  2. Reading Homework

  3. Math Homework

  4. Reminder

  5. REMINDER: Living Wax Museum February 14, 2019 Presentation time – 30 seconds to one minute long

  6. Vocabulary & Grammar Time 8:40 – 8:50

  7. Vocabulary Practice • Write a sentence with each of the following vocabulary words that does not begin with the word “I” and is at least 7 words long: • persist • strain • adjust Draw an illustration for each. Share your work with someone and see if they can find anything that could be improved. 

  8. CHOMP TIMEF.A.S.T. GroupsFocused Academic Support Time

  9. F.A.S.T. Designations 8:50 – 9:20

  10. Restroom Break 9:20 – 9:30

  11. Reading Time 9:30 – 10:05 RI.3.1 I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 I can determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 I can determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5 I can use information gained from illustrations, other visual elements, and the words in a text to demonstrate understanding of the text. SL.3.1c I can ask questions to check understanding of information presented, stay on topic, and link my comments to the remarks of others.

  12. Understanding aTimeline

  13. Create a Timeline for Living Wax Museum Biography

  14. Out of Classroom! • Activity 10:05 – 10:50 • Recess 10:50 – 11:15

  15. Out of Classroom! • Lunch 11:15 – 11:45 • Group 2 eats with a friend

  16. Reading Time 11:45 – 12:20 RI.3.1 I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SL.3.1c I can ask questions to check understanding of information presented, stay on topic, and link my comments to the remarks of others.

  17. Novel Study • Continue reading the book through Chapter 6 and then complete pages 14-16 for Chapter 6 11:45 – 12:20

  18. Restroom Break 12:20 – 12:30

  19. Novel Focus • Read aloud, workbook check & discussion 12:30 – 1:00

  20. Math Fluency & Focus Lesson! 1:00 – 1:20 Math 3.NF.1 I can understand that a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts. I can understand that a fraction a/b as the quantity formed by a parts of size 1/b. Math 3.NF.2 I can represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. .

  21. Team Captains, please get your group’s Math Journals and Eureka Workbooks!

  22. 1 Whole Expressed as Unit Fractions • Draw a number bond that partitions a whole into 3 equal parts. • What is the unit fraction? • Yes!! One third • Draw a number bond that partitions a whole into 4 equal parts. • What is the unit fraction? • Yes!! One fourth

  23. Application Problem • Dayana is training to run a 2-mile race. She marks off her starting point and the finish line. To track her progress, she places a mark at 1 mile. She then places a mark halfway between her starting position and 1 mile, and another mark halfway between 1 mile and the finish line. • Draw and label her number line to show the points Dayana marks along her run. • What fractional unit does Dayana make as she marks the points on her run? • What fraction of her run has she completed when she reaches the third marker?

  24. Concept Development • TE p245 • We’re going to make different fractional units with our fraction strips. Fold your first strip into halves. • Label each part with a unit fraction. Then, use a crayon to shade in 1 half. • Glue your fraction strip at the top of a new page in your math journal.

  25. Concept Development • Fold another fraction strip to make fourths. Label each part with a unit fraction. Then, glue your fraction strip below the first one in your math journal. Make sure that the ends are lined up. • Now shade the number of fourths that are equivalent to the shaded half. Whisper to your partner how many units you shaded.

  26. Concept Development • Fold another fraction strip to make eighths. Label each part with a unit fraction. Then, glue your fraction strip below the first one in your math journal. Make sure that the ends are lined up. • Now shade the number of eighths that are equivalent to the shaded half. Whisper to your partner how many units you shaded.

  27. Concept Development • Write the shaded fraction to the right of each fraction strip in your journal. • The fractional units are different. Discuss with a partner whether the fractions are equal or equivalent. • What’s another tool we can use to test their equivalence? • Let’s draw and label a number line under each of the fraction strips.

  28. Math Rotation NF.1 Standard Overview

  29. Rotation 1 1:20 – 1:40 • Group 1 – Computers: Imagine Reading • Group 2 – Mrs. Roby – Problem Set L#21 • Group 3 – Think Pads: Imagine Math • Group 4 – Mrs. Thompson – L#22 • Group 5 – Rotating Subjects (Monday: Math, Tuesday: Science, Wednesday: Reading, Thursday: Writing, Friday: Social Studies)

  30. Rotation 2 1:40 – 2:00 • Group 5 – Computers: Imagine Reading • Group 1 – Mrs. Roby – Problem Set L#21 • Group 2 – Think Pads: Imagine Math • Group 3 – Mrs. Thompson – L#22 • Group 4 – Rotating Subjects (Monday: Math, Tuesday: Science, Wednesday: Reading, Thursday: Writing, Friday: Social Studies)

  31. Rotation 3 2:00 – 2:20 • Group 4 – Computers: Imagine Reading • Group 5 – Mrs. Roby – Problem Set L#21 • Group 1 – Think Pads: Imagine Math • Group 2 – Mrs. Thompson – L#22 • Group 3 – Rotating Subjects (Monday: Math, Tuesday: Science, Wednesday: Reading, Thursday: Writing, Friday: Social Studies)

  32. Rotation 4 2:20 – 2:40 • Group 3 – Computers: Imagine Reading • Group 4 – Mrs. Roby – Problem Set L#21 • Group 5 – Think Pads: Imagine Math • Group 1 – Mrs. Thompson – L#22 • Group 2 – Rotating Subjects (Monday: Math, Tuesday: Science, Wednesday: Reading, Thursday: Writing, Friday: Social Studies)

  33. Rotation 5 2:40 – 3:00 • Group 2 – Computers: Imagine Reading • Group 3 – Mrs. Roby – Problem Set L#21 • Group 4 – Think Pads: Imagine Math • Group 5 – Mrs. Thompson – L#22 • Group 1 – Rotating Subjects (Monday: Math, Tuesday: Science, Wednesday: Reading, Thursday: Writing, Friday: Social Studies)

  34. 3:20 – 3:25 Wrap Up! • Pair-Up back to back and share one thing you learned in class today with your partner • Pack-Up • Office will announce: Car Riders – Leave around 3:25 Bus Riders – (listen to intercom for dismissal) 2:30 – 3:20 How much time has elapsed?

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