Weikle Week Of: October 3-7 2016

Math Essential Knowledge

Estimate whole number sums, differences, products, and quotients
Estimate and find the products of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using paper and pencil and calculators.
Science Essential Knowledge
Analyze a common plant: identify the roots, stems, leaves, and flowers, and explain the function of each.
Create a model/diagram illustrating the parts of a flower and its reproductive processes. Explain the model/diagram using the following terminology: pollination, stamen, stigma, pistil, sepal, embryo,
spore, seed.
Compare and contrast different ways plants are pollinated.
Explain that ferns and mosses reproduce with spores rather than seeds.
Explain the process of photosynthesis, using the following terminology: sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar.
Explain the role of adaptations of common plants to include dormancy, response to light, and response to moisture.

SOLs Math 4.11 a/ 4.4b Science 4.4

Days Math Science

Mond Learning Target I can interpret and represent patterns when multiplying by 10, Learning Target I can identify and label parts of a common plant so that I can
ay 100, and 1,000 in arrays and numerically, so that I can multiply single and two-digit understand how a plant functions. I will know I know it when identify and name the
multiples of 10 using the area model. I will know I know it when I can use one of parts of a plant and the function of each part at a 75% accuracy.
the strategies (array, numerical, or area model) to solve a one or two digit
Activities:
multiplication problem at a 75% accuracy. Introduction to plants and plant parts
Notes: Plant parts in Science Journals
Activities: Video: Plant parts
Module 3 Lessons 4, 5, and 6 Activity: identifying parts of a common plant
Fluency activity: Rename the unit, Group count by multiples of 10 and 100,
multiply by multiples of 10, 100, and 1,000 (pages 64, 76, 88) Formative Assessment:
Exit ticket: Labeling the parts of a plant
Application problem: page 65
Concept Development (Using SmartBoard notes, personal white boards, and Closure:
thousands place value chart) (pages 67, 77, 90) I can identify and label parts of a common plant so that I can understand how a plant
Problem Set: check problems on SmartBoard (page 82) functions.

Formative Assessment: SOL: 4.4

Exit Ticket: page 97, #1

Closure:
I can interpret and represent patterns when multiplying by 10, 100, and 1,000 in
arrays and numerically, so that I can multiply single and two-digit multiples of 10
using the area model.

SOL: 4.11 a
Tues Learning Target I can use place value disks to represent two-digit by one-digit
day multiplication and three-digit by one-digit multiplication, so that I can understand
how place value is used to solve multiplication problems. I will know I know it when
I can use my skills of place value to solve a two-digit by one-digit and a three-digit
by one-digit multiplication problem at a 75% accuracy.
Learning Target I can identify parts of a seed, sizes of seeds, and the differences
between plants with seeds and plants without seeds so that I can understand how
seeds help plants function. I will know I know it when I can use vocabulary, such as
spores, germination, and embryo to understand how seeds function in a plant at a
75% accuracy.

Activities: Activities:
Module 3 Lessons 7 and 8 (pages 103 and 116) Review of plant parts
Fluency activity: Sprint: multiply by multiples of 10, 100, and 1,000, multiply Introduction to seeds and seed parts
mentally, multiply using disks (pages 103 and 117) Notes: Seeds and seed parts in Science Journals
Application Problem (page 104 and 117) Seeds of various sides
Seeds vs. Seedless
Concept Development (Using personal white boards, SmartBoard, and ten
Vocabulary: spores, germination, embryo
thousands place value chart) pages 90-91 and 118-119
Problem Set: check four problems on SmartBoard (page 111 a-d) Formative Assessment:
Exit ticket: vocabulary matching
Formative Assessment:
Exit Ticket: pages 112 and 126 #1 Closure:
I can identify parts of a seed, sizes of seeds, and the differences between plants with
Closure: I can use place value disks to represent two-digit by one-digit seeds and plants without seeds so that I can understand how seeds help plants
multiplication and three-digit by one-digit multiplication, so that I can understand function.
how place value is used to solve multiplication problems.
SOL: 4.4
SOL: 4.11 a

Wedn Learning Target I can multiply three-digit numbers by one-digit numbers applying
esda the standard algorithm, so that I can use strategies, such as place value disks,
y area models, and arrays to help me solve multiplication problems. I will know I
know it when I can solve a three-digit by one-digit multiplication problem using
strategies at a 75% accuracy.
Learning Target (conversions) I can identify parts of a seed, sizes of seeds, and
the differences between plants with seeds and plants without seeds so that I can
understand how seeds help plants function. I will know I know it when I can use
vocabulary, such as spores, germination, and embryo to understand how seeds
function in a plant at a 75% accuracy.

Activities: Activities:
Module 3 Lessons 9 and 10 (pages 130 and 143) Review: Seeds, seed parts, seed sizes, seeds vs. seedless
Fluency activity: Expanded form, multiply mentally, multiply using partial products Review vocabulary
(p. 130 and 144) Dissecting seeds
Application Problem (page 131 and 144) Activity: dissect lima bean and recreate (draw) what is seen
Discuss germination, embryos, and spores
Concept Development (Using SmartBoard notes and personal white boards)
(pages 132 and 145) Formative Assessment:
Problem Set: page 136 and 148 a-d Exit ticket: seed dissecting worksheet

Formative Assessment: Closure:

Exit Ticket: page 139 I can identify parts of a seed, sizes of seeds, and the differences between plants with
seeds and plants without seeds so that I can understand how seeds help plants
Closure: function.
I can multiply three-digit numbers by one-digit numbers applying the standard
 algorithm, so that I can use strategies, such as place value disks, area models, SOL: 4.4
and arrays to help me solve multiplication problems..

SOL: 4.11 a

Thurs Learning Target I can use my knowledge of of multiplying single digit and Learning Target I can identify the parts of a plant and the parts of a seed so that I
day two-digit by one-digit multiplication problems so that I can solve three-digit by can understand how plants function and how seeds help plants function. I will know I
one-digit multiplication problems using strategies that I learned. I will know I know know it when I can pass an assessment at a 75% accuracy.
it when I can solve a single-digit by one-digit, a two-digit by one-digit, and a
three-digit by one-digit multiplication problem at a 75% accuracy. Activities:
Review for quiz: Plant parts, Seeds and seed parts, seed sizes, seeds vs. seedless,
Activities: vocabulary: spores, embryos, germination
Module 3 Lessons 4-10 Review Plants and seeds quiz
Groups:
1) Teacher group Formative Assessment:
2) Computer Quiz
3) Multiplication Task Cards
4) Multiplication game Closure:
I can identify the parts of a plant and the parts of a seed so that I can understand
Review single digit, two-digit, and three-digit by one-digit multiplication before test how plants function and how seeds help plants function.
(Module 3 Lessons 4-10)
SOL: 4.4
Formative Assessment:
Exit Ticket

Closure:
I can use my knowledge of multiplying single-digit and two-digit by one-digit
multiplication problems so that I can solve three-digit by one-digit multiplication
problems using strategies that I learned.

SOL: 4.11 a

Frida Learning Target I can use my knowledge of multiplying single-digit and two-digit Learning Target (plants) I can identify the steps of photosynthesis so that I can
y by one-digit multiplication problems so that I can solve three-digit by one-digit understand what happens when a plant undergoes photosynthesis. I will know I
multiplication problems using strategies that I learned. I will know I know it when I know it when I can use the vocabulary, such as sunlight, chlorophyll, water, carbon
can pass the assessment at a 75% accuracy. dioxide, oxygen, and sugar to explain the process of photosynthesis at a 75%
accuracy.
Activities:
Module 3 Lessons 4-10 Activities:
Review single-digit, two-digit, and three-digit by one-digit multiplication before the Introduction to photosynthesis
quiz Informational video
Quiz (Module 3 Lessons 4-10) Introduction/ discussion of vocabulary: sunlight, chlorophyll, water, carbon dioxide,
oxygen, and sugar.
Formative Assessment:
Quiz Formative Assessment:
Vocabulary matching
SOL: 4.11 a
Closure:
I can identify the steps of photosynthesis so that I can understand what happens
when a plant undergoes photosynthesis.

SOL: 4.4