Sanfords Plans

Notes/ Events: Math Student Expectations

Week of: Monday Tuesday Lock Down Drill 2:00 Wednesday Thursday Friday

Direct Teach Student Activities

TRACK CIC Number, operation, and quantitative reasoning. The student multiples and divides to solve meaningful problems involving whole numbers. A). model factors and products using arrays and area models. B). represent multiplication and division situations in picture, word, and number form. C). recall and apply multiplication facts through 12 x 12. E). use division to solve problems (no more than one-digit divisors and three digit dividends without technology). CS Day 4, Envision L8-1 Mental CS Day 6, Envision L8-2 CS D7-8, Envision 8-3 Dividing CS Lesson2 D2, Envision 9-1 Quiz Use Button Problem and Math Estimating Quotients With Remainders (Practice) Division Practice some basic division facts. *Use Division Procedure Practice to help kids remember how to divide. *Use Estimating Quotients Page to practice as whole group or as small groups. * Use Multiplication/Division *Use Comic Book Problem to Estimation Problem cards in prepare for tomorrows quiz. groups. Allow students in a group to work it out together. Share at the board when done. IF time: Dividing with 3 digit dividends. Envision 9-3

Assessments

Formative: IP: pg. 105 # 1-6 HW: Reteach 8-1 and 8-2

Formative: IP: 176-177 #20-23, 25-26 HW: Create 5 division equations. Do 4 on your own and teach 1 person how to divide. Show your work

Formative: IP: pg 178-179 # 2530 HW: RT 8-3

Formative: IP: pg 180-181 #26-32 HW: On the back side of Comic Book Problem. Students create a word problem and fill out the Model, Words, and Numbers on their own paper.

Summative: Quiz

Small Groups Stations

Media Fair, Timed Tests, Problem of the Week, Envision Online, Target Practice, Target the Question, Rounding Game Problem Solving Game

Science Guiding Questions

How are the motor and bulb the same? How do they differ? Does adding the switch change the power of the motor? Will adding a bulb change the power of the motor? What causes the power to decrease in the motor or the illumination of the bulb? Besides the light and electrical energy from the motor and/or bulb do you see or feel any other Force, motion, and energy: The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. A). differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal. B). differentiate between conductors and insulators. C). demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field. D). design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. Core Lesson: Making a Motor Core Lesson: Making a Motor Core Lesson: Building an Core Lesson Building and Assessment: Run Run Electromagnet Electromagnet Drawing circuits--- open and closed circuits *Fit in vocabulary and Notes on Drawing electromagnets Circuits. Diagram and explain the open and closed circuits. Formative: Formative: Formative: Formative: Formative:

Student Expectations

Direct Teach Student Activities

Assessment