PLANES

DE TRABAJO por Iris Marn Reyes

Math
Gilbert Lesson
Plan

Description of
lesson

Teacher name: Iris Marn

INTELIGENCIA VISUAL: Incluye la capacidad para utilizar

sistemas simblicos y efectuar transformaciones de las
percepciones iniciales que se tengan.


Math
Objective: Review the fundamentals of place value and expand to
the hundred thousands place while incorporating various forms of
displaying a number.

TEKS: 3.2(A), 3.2(B)
ELPS: C.1.C - The student is expected to: use strategic learning
techniques such as concept mapping, drawing, memorizing, comparing,
contrasting, and reviewing to acquire basic and grade-level vocabulary;

Whole Group
GT (Stars Group) 3.5A & 3.1A
Finish rubric on Addition & Subtraction Project
Have students begin process of creating story for their
questions.
Multiplication intro (2s & 3s) Beat the Calculator
(multiplication) Daily
Frogs Group-
Subtraction Facts (4s & 5s) Beat the Calculator (subtraction)
Daily

Review what students know about place

value by creating a circle map with place
value as the topic

Using the gradual release of responsibility model do the following

with examples:

Show students the various forms of place-value (standard, written,

and expanded)
Create a place value anchor chart with students
(do place value chart only to hundred thousands)
Formative Assessment - Students create a Place
Value Thinking Map at their table groups on
posters to hang in the hall (do an example before
students create one independently or in groups)
Distributive math Math Boxes pg.
Think Through Math Expectations
Go through Place Value Questions

Small Group Practice labeling numbers and building numbers based on
expanded form (focus on numbers with 0 in the 5-7 digit numeral &
Basketball Addition

Math
Gilbert Lesson
Plan


Description of
lesson

INTELIGENCIA LOGICO MATEMTICA: capacidad para

construir soluciones y resolver problemas, estructurar elementos para
hacer deducciones y fundamentarlas con argumentos slidos.


Objective: Solve one-step and two-step problems involving addition
within 1,000 using strategies based on place value, properties of
operations.
TEKS: 3.4A, 3.5A

ELPS: C.1.C - The student is expected to: use strategic learning

techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-
level vocabulary;

Whole Group
GT (Stars Group) 3.5A & 3.1A
Peer feedback on stories
Creation of Questions for their stories
Frogs Group-
Review Place Value concepts from previous lesson
Do a couple of addition word problems without regrouping and
make sure that students are adding correctly
Then display a word problems which REQUIRES regrouping and
walk students how to regroup using base-10 blocks, be sure to
explain to students WHY/WHEN it is necessary to regroup
BrainPopJr. Addition with Regrouping
Distributive math Math Boxes

Small Group Race to a Flat!





Math
Gilbert Lesson

INTELIGENCIA LINGISTICO VERBAL: capacidad para

manejar y estructurar los significados y las funciones de las palabras y
del lenguaje.

Plan



Description of
lesson

Objective: Solve one-step and two-step problems involving addition
within 1,000 using strategies based on place value, properties of
operations
TEKS: 3.4A, 3.5A, 3.1.A
ELPS: C.1.C - The student is expected to: use strategic learning
techniques such as concept mapping, drawing, memorizing, comparing,
contrasting, and reviewing to acquire basic and grade-level vocabulary;

Whole Group
GT (Stars Group) 3.5A & 3.1A
Peer Feedback on Questions
Create graphics on Ipad & input into google document
Frogs Group-

Review place value by displaying a few numbers up to 999,

999 and placing them in place value charts. Go over finding
the value of each digit (refer back to the place value anchor
chart)
Lesson 2.7 The Partial Sums Algorithm

Distributive math Math Boxes

Small Group Use base-ten blocks to build and decompose numbers
and correlate place value to additional partial-sums practice & EM Game
3 Addends pg. 240







Math
Gilbert Lesson

INTELIGENCIA INTERPERSONAL: incluye la habilidad para

formar y mantener relacioes y asumir varios roles dentro del
grupo.

Plan

Description of
lesson

Math: Topic: Standard Measurement

Objective: To review U.S. customary and metric units of

length; and to guide children as they estimate and measure
lengths to the nearest inch and nearest centimeter.
TEKS: 3.7A, 3.6C-D determine the area of rectangles with whole number side lengths
in problems using multiplication related to the number of rows times the numbers of unit
squares in each row, decompose composite figures formed by rectangles into non-
overlapping rectangles to determine the area of the original figure using the additive
property of area. 3.1.C - select tools, including real objects, manipulatives, paper and
pencil, and technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems;
ELPS: C.1.C & C.1.H

Whole Group EM Lesson 3-3 Part 1 Standard Linear Measures

Students will be introduced to the US customary system & the metric

system.
Students will make personal measurement references in their Math journal
(Finish in independent work)
Partner work Estimating lengths in US customary & Metric system

Small Group: EM (Part 3) Estimation Scavenger Hunt

Per partnership: tape measure, yardstick, meterstick. Children
hunt for objects of given lengths using estimation. (Measurement
hunt St. Math Journal p. 60)
*Addition/subtraction quiz

GT: Create Scavenger Hunt clues for other group to find objects of
their estimation


Science
Gilbert Lesson
Plan




Description of
lesson

INTELIGENCIA NATURALISTICA: Capacidad que muestran algunos individuos

para entender el mundo natural. Utilizan habilidades de observacin y
comprobacin de hiptesis.
OBJECTIVE: unit 2 Matter and energy

Monday SCI G03 U02 Lesson: FOSS-Build a Thermometer SCI

G03 U02 Lesson FOSS Build a Thermome & SCI G03 U02 Lesson:
FOSS-Sinking and Floating Water SCI G03 U02 Lesson FOSS
Sinking and Float **For a complete list of materials, refer to page
14 of the FOSS Water Kit guide for Investigation 2, Part 1: Build a
Thermometer. Have materials set out and ready ahead of time.**
Tuesday- SCI G03 U02 Lesson Freezing: Water as Ice SCI G03 U02
Lesson Foss Water as Ice **For a complete list of materials, refer
to page 19 of the FOSS Water Kit guide for Investigation 2, Part 3:
Water as Ice. Have materials set out and ready ahead of
time.**
**You will need space in a freezer at least overnight for four 1/2-
liter containers holding vials and two 1-liter containers holding
syringes.
**Getting Ready section p. 20 is very important for these lessons.
Make sure you prepare ahead.
Wednesday- SCI G03 U02 Lesson Evaporation: Evaporation SCI
G03 U02 Lesson FOSS Evaporation **For a complete list of
materials, refer to page 8 of the FOSS Water Kit guide for
Investigation 3, Part 1: Evaporation. Have materials set out and
ready ahead of time.**
Technology: Teacher computer and classroom projection system
for video
Thursday - SCI G03 U02 Lesson Evaporation: Evaporation SCI
G03 U02 Lesson FOSS Evaporation **For a complete list of
materials, refer to page 8 of the FOSS Water Kit guide for
Investigation 3, Part 1: Evaporation. Have materials set out and
ready ahead of time.**
Technology: Teacher computer and classroom projection system
for video


Science
Gilbert Lesson
Plan

Description of
lesson

Content Objective: Unit 02: Matter and Energy

Essential Questions
How can the properties of matter identify an unknown substance?
How do the properties of materials determine their use?
How can we measure, test and record different properties of
matter?
What happens to the observable properties of various materials
when they are mixed together?
What predictions can we make about the changes in states of matter

Inteligencia intrapersonal: Incluye nuestros pensamientos y

sentimientos y se refiere a la autorreflexin y autopercepcin

que una persona tiene de si misma.
Monday SCI G03 U02 Lesson: Matter Stations SCI G03 U02
Lesson Matter Stations

Tuesday- SCI G03 U02 Lesson: Matter Stations SCI G03 U02
Lesson Matter Stations

Wednesday- SCI G03 U02 Lesson: Magnetism SCI G03 U02
Lesson Magnetism

Thursday - SCI G03 U02 Lesson: FOSS-Build a Thermometer SCI

G03 U02 Lesson FOSS Build a Thermome

Science
Gilbert
Lesson
Plan

Content Objective:
Unit 3 Force, Motion, and Energy
The student understands that energy affects our daily lives and exists in many
different forms, including mechanical, light, sound, and heat/thermal. Students will
manipulate objects by pushing and pulling to demonstrate changes in motion and
position. All objects attract each other. Gravity is the force that attracts objects to one
another. Magnetism is the force that pulls an object.

INTELIGENCIA MUSICAL: habilidad para apreciar, transformar y expresar
formas musicales, asi como para ser sensible al ritmo, el tono y el timbre.

Descript Tuesday- Lesson: Using Rulers to Investigate Sound

ion of
3.6A Explore different forms of energy, including mechanical, light, sound, and
heat/thermal in
lesson
everyday life
Resources: BrainPop Video

See Additional Teacher Resources/Materials in unit overview for additional activities if needed.

Wednesday - Exploring sounds with kazoos

(3.6A) explore different forms of energy, including mechanical, light, sound, and
heat/thermal in everyday life.
Resources: Sample video for the teacher only with directions for Making a Straw
Kazoo video Pipe Dream from Science A-Z

Thursday & Friday -

Lesson: Mechanical Energy

3.6A Explore different forms of energy, including mechanical, light, sound, and
heat/thermal in
everyday life.
3.2F communicate valid conclusions supported by data in writing, by drawing pictures,
and through verbal discussion.

Resources: Two types of mechanical energy PPT
See Additional Teacher Resources/Materials in unit overview for additional activities if needed.













Math
Gilbert Lesson
Plan





Description of
lesson plan

Daily TEK Problem Solving 3.1.B - use a problem-solving model that incorporates
analyzing given information, formulating a plan or strategy,
determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the
solution;

Inteligencia cinstesica: estos individuos

confian en los procesos tctiles y cinstesicos
para adquirir la informacion , experimentan
lo que aprenden para comprender y retener la
informacin.
Math Unit 1 1.11 Solving Problems with
Dollars and Cents
Objective: To guide children as they solve problems involving money; to
provide opportunities to determine when a situation needs an exact answer
or an estimate; and to provide practice for estimation skills.
TEKS: 3.1D - communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs, and language
as appropriate; 3.4C determine the value of a collection of coins and bills; 3.2D
compare and order whole numbers up to 100,000 and represent comparisons using
the symbols >, <, or =. 3.4A solve with fluency one-step and two-step problems
involving addition and subtraction within 1,000 using strategies based on place
value, properties of operations, and the relationship between addition and
subtraction;; 3.4B round to the nearest 10 or 100 or use compatible numbers to
estimate solutions to addition and subtraction problems

Whole Group Parts 1& 2

Distributive math Math Boxes pg.22

Small Group EM Game Spinning for Money or Partner Game

Independent Work Mental Math & Reflexes (RSA 1.11) formative
assessment