Chris

__**Previous Lesson**__: Using Estimation to Solve Subtraction Problems : __**Today's Lesson**__: "I Can Add and Subtract" : __** Next Lesson **__: New Unit on Fractions
 * Math Lesson #4**


 * Standards**
 * **NGSS:** (NGSS & Science and Engineering Practices)


 * NGSS and Science and Engineering Practices**
 * **Practices**
 * **Practice:**
 * **Performance Expectation:**
 * **NGSS**
 * **Topic:**
 * **Standard:**
 * **Performance Expectation:** || **CCLS: (**CCLS for Math**)**
 * **Domain:**
 * Number & Operations in Base Ten
 * **Standard:**
 * Use place value understanding and properties of operations to perform multi-digit arithmetic.
 * **Performance Expectation:**
 * Use place value understanding to round whole numbers to the nearest 10 or 100.
 * Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ||
 * **NCSSS (National Curriculum Standards for Social Studies)**
 * **Theme**
 * **Standard**
 * **Performance Expectation:** || **CCLS: (**CCLS for ELA**)**
 * **Domain:**
 * Reading Informational Text
 * **Standard:**
 * Craft and Structure
 * **Performance Expectation:**
 * Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//. ||


 * [[image:themathwiki/photo.jpg width="560" height="420" align="right" caption="Click Me to See Chris' Directions" link="Student Directions"]]Grade:** Three

> > > >>
 * Essential Question:** (What is an essential question?)
 * What strategies do humans use to add or subtract quickly?
 * Enduring Understandings** ([[file:themathwiki/Curriculum Focal Points, PreK - 8.pdf|Curriculum Focal Points]] )
 * Students develop their understanding of numbers by building their facility with mental computa- tion (addition and subtraction in special cases, such as 2,500 + 6,000 and 9,000 – 5,000), by using computational estimation, and by performing paper-and-pencil computations.
 * Learning Objectives**: (How do I write objectives I can measure?)
 * Use estimation strategies to solve addition and subtraction problems
 * Estimate numbers to the nearest 10, 100 and 1000
 * Use Rounding Embedded Strategies
 * Checking for Understanding:** (How can I check for understanding?)
 * Students will use a rounding (estimating) strategy to solve each of the problems. I will see these strategies on their paper. They might use any or all of the following strategies to solve the problems:
 * Number Line
 * The Rhyme Strategy
 * The Underline Strategy
 * Student Sample:**


 * Rubric:** - [[file:themathwiki/Lesson Plan Math Using Domains Rubric_Version 1-3.xls|click here]] -

__**Previous Lesson**__: Think Differently, Think Differently : __**Today's Lesson**__: Think Differently, Think Differently : __** Next Lesson **__: Think Differently, Think Differently
 * Math Lesson # 3**


 * Standards**
 * **NGSS:** (NGSS & Science and Engineering Practices)


 * NGSS and Science and Engineering Practices**
 * **Practices**
 * Practice:
 * Practice 3 Planning and Carrying Out Investigations
 * Performance Expectation:
 * Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence
 * Evaluate appropriate methods and/or tools for collecting data.
 * **NGSS**
 * **Topic:**
 * **Standard:**
 * **Performance Expectation:** || **CCLS: (**CCLS for Math**)**
 * **Domain:** Operations & Algebraic Thinking
 * **Standard:** Use the four operations with whole numbers to solve problems
 * **Performance Expectation:** CCSS.Math.Content.4.OA.A.3
 * Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
 * Represent these problems using equations with a letter standing for the unknown quantity.
 * Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ||
 * **NCSSS (National Curriculum Standards for Social Studies)**
 * **Theme**
 * PRODUCTION, DISTRIBUTION, AND CONSUMPTION
 * **Standard**
 * Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with scarcity of resources
 * **Performance Expectation:**
 * The economic way of thinking will also be an important tool for students as they analyze complex aspects of the economy. || **CCLS: (**CCLS for ELA**)**
 * **Domain:**
 * **Standard:**
 * **Performance Expectation:** ||
 * Grade:** Four


 * Essential Question:** (What is an essential question?)
 * Why do we need to save money?


 * Enduring Understandings** ([[file:themathwiki/Curriculum Focal Points, PreK - 8.pdf|Curriculum Focal Points]] )
 * Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions
 * Express mathematical relationships using equations

>
 * Learning Objectives**: (How do I write objectives I can measure?)
 * Show a mathematical solution to a multi-step problem using any strategy available to them
 * Recommend a mathematical solution to a multi-step problem by sharing the solution in a small group and explain how the solution works
 * Checking for Understanding:** (How can I check for understanding?)
 * Students will create a solution on paper that solves a multi-step problem
 * I will see see how they solved each step
 * Students will share their solutions with the group and the group members will evaluate the solutions with this criteria
 * Thumb up/down: did the student present a solution?
 * Thumb up/down: did the solution solve each step?
 * Thumb up/down: did the student show the solution or just explain it (can you see their work AS they talk?
 * Student Sample:**


 * Rubric:** - [[file:themathwiki/Lesson Plan Math Using Domains Rubric_Version 1-3.xls|click here]] -


 * Math Lesson #2**

__**Previous Lesson**__: Compose shapes out of paper : __**Today's Lesson**__: Analyzing Properties of Shapes : __** Next Lesson **__: Using Mathematical Language in Our Explanations > >>
 * CCLS: (**CCLS for Math**)**
 * **Domain:** Geometry
 * **Standard:** Analyze, compare, create, and compose shapes.
 * **Performance Expectation:** Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
 * NGSS:** (NGSS &/or Science and Engineering Practices)
 * **Practice 2 Developing and Using Models**
 * Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system
 * **Practice 7 Engaging in Argument from Evidence**
 * Construct and/or support an argument with evidence, data, and/or a model.


 * Grade:** Kindergarten


 * Essential Question:** (How to write an essential question)
 * Are shapes important to engineers who build structures?


 * Enduring Understandings:** ([[file:Curriculum Focal Points, PreK - 8.pdf|Curriculum Focal Points]] )
 * identify, name, and describe a variety of three-dimensional shapes as spheres, cubes, and cylinders
 * generate data that can be used to make predictions, and to communicate ideas to others
 * models are based upon evidence

> >>
 * Learning Objectives**: (How do I write objectives I can measure?)
 * ** Analyze ** the strength of four three-dimensional shapes by building the shapes out of paper and placing standardized weights on them to see how much they hold.
 * Checking for Understanding:** (How can I check for understanding?)
 * Students will:
 * build a tent, a cyclinder, a box and a triangle using one piece of paper per shape
 * test the strength of each shape using books
 * determine which shape is the strongest
 * write an explanation to describe which shape was the strongest and hypothesize as to why it is the strongest (explanations will be written or drawn)
 * share their explanations with other members of a group and discuss hypotheses
 * Student Sample:**


 * Rubric:**


 * Resources:**
 * http://pbskids.org/zoom/activities/sci/strongestshape.html
 * http://www.pbs.org/wgbh/buildingbig/lab/shapes.html
 * http://www.thinkingfountain.org/s/strongshapes/strongshapes.html

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