Third Grade Lesson Plans - Anderson School District Five



| |Fourth Grade Lesson Plans |

| |Subject: Math |

| |March 11-15 |

| |South Carolina: |

| |4-5.7 Use Celsius and Fahrenheit thermometers to determine temperature changes during time intervals. |

| |4-4.6 Represent points, lines, line segments, rays, angles, and polygons. |

| |4-5.2 Compare angle measures with referent angles of 45 degrees, 90 degrees, and 180 degrees to estimate angles. |

| |Common Core: |

| |4.MD-5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle |

| |measurement: |

| |a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular |

| |arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and |

| |can be used to measure angles. |

| |b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. |

| | |MATERIALS |

|Monday|Standards: 4-5.7 |Calendar Math Materials |

| |Set: Pose the following problem: The temperature on Sunday was 63 degrees Fahrenheit. If the temperature dropped to | |

| |below freezing (28 degrees Fahrenheit), how much did the temperature change? Did the temperature on Sunday increase or |Math Notebooks |

| |decrease? | |

| |Engage: The teacher will ask students what we use to measure temperature. The teacher will then explain to students that|SmartLesson: Measuring |

| |temperature is measured through Celsius and Fahrenheit using a thermometer. The teacher will explain to students that in |Temperature |

| |order to use a thermometer the student must line the top of the liquid with the lines that are on the thermometer | |

| |themselves. Next, discuss the scales on a thermometer and why it’s important to figure those out first. Use pgs. 469 and| |

| |470 in Math Connects for example problems. Use SmartLesson: Measuring Temperature for further instruction and practice | |

| |with measuring temperatures and solving temperature changes. | |

| |Respond: The student will write in their math journal why it is important to know the difference in temperatures and | |

| |discuss how the process is carried out. | |

| |Assessment: Student Participation, journaling. | |

| |Calendar Math: | |

| |Counting Tape: Continue to have students identify and mark multiples of 2-7, begin marking multiples of 8 with the orange | |

| |octagon cards. | |

| |Daily Depositor: During March the amount added to the depositor each day will be $100 times the day’s date. | |

| |Homework: Pg. 470 numbers 1-6 | |

|Tuesda|Standards: 4-5.7 |Calendar Math Materials |

|y |Set: Pose the following problem: Hannah set the temperature in her house to 72 degrees Fahrenheit, which was 24 degrees | |

| |warmer than the temperature outside. What was the temperature outside? Discuss steps to solve. |Math Notebooks |

| |Engage: Review steps to solve changes in temperature. Discuss clue words: warmer, cooler, rose/rise, and fell/fall and | |

| |which operation to use with each. |Measuring temperature |

| |Respond: Students will complete one or both measuring temperature worksheets for a daily grade. Teacher will check for |worksheets |

| |understanding. | |

| |Assessment: Student participation, journaling. | |

| |Calendar Math: | |

| |Calendar Component: Discuss the calendar piece for the day. Ask students to describe any patterns they see and predict | |

| |what will appear next. (comparing polygons) | |

| |Coin Counter: Continue to display the combination with the fewest possible coins in the top pocket. Continue to mark off| |

| |pennies with the 100 penny grid. From day 101 forward, show a $1 in the top pocket and a combination that only uses coins| |

| |in the middle and bottom pocket. Occasionally, have students select a shopper card to make a pretend purchase using the | |

| |day’s amount. | |

| |Homework: Pg. 470 numbers 7-9 and 22-25 | |

|Wednes|Standards: 4.MD-5. 4-4.6, 4-5.2 |Calendar Math Materials |

|day |Set: Students will complete the following pre-assessment: What is an angle? Draw w the different angles that you are | |

| |familiar with. Write the degrees for each of these angles if you know them. |Math Notebooks |

| |Engage: TTW discuss that an angle is made up of two rays with a common endpoint. Display the following chart and have | |

| |students fill in the portions they know, pass out the same worksheet for students to glue in their notebooks. Use |SmartLesson: Angle Types|

| |SmartLesson: Angle Types to review angle types and their angle measures. | |

| |Picture | |

| |Name | |

| |Degree Measure | |

| | | |

| | | |

| |Right Angle | |

| |90 degrees | |

| | | |

| | | |

| |Acute Angle | |

| |1-89 degrees | |

| | | |

| | | |

| |Obtuse Angle | |

| |91-179 degrees | |

| | | |

| | | |

| |Straight Angle | |

| |180 degrees | |

| | | |

| | | |

| |Respond: TTW review angle types, by asking students to use their bodies to create the four types of angles. | |

| |Assessment: Student participation, journaling. | |

| |Calendar Math: | |

| |Measurement Component: Add 100 ml of water to your copy of the liter container. When a container is filled to 1 liter, | |

| |write 1 liter above it and begin filling another. Record the amounts on the measurement record sheet. . | |

| |Clock Component: Each day, set the clock to the actual time on the classroom clock. Subtract the number of minutes equal| |

| |to the date to the time on the clock. | |

| |Homework: Pg. 370 numbers 11-16 | |

|Thursd|Standards: 4-MD.5, 4-4.6, 4-5.2 |Calendar Components |

|ay |Set: Pose the following problem: Wade is building a deck in his back yard and he has ten beams on his deck. He has an | |

| |angle that measures 45 degrees. He wants all of the angles in his deck to measure ninety degrees. How many more 45 degree|Math notebooks |

| |angles does he need to complete his ten beams? How do you know? Explain. | |

| |Engage: The teacher will explain to students that just as we measure a line, we are able to measure an angle. When |Judy Clocks |

| |measuring a line we use a ruler, but when measuring an angle we use a protractor. If an angle is a small angle (an acute)| |

| |the angle measure will be below 90, but if it is a large angle the number will be greater than 90. The teacher will show | |

| |students that on a protractor there are two numbers. The small number is for an acute angle and the larger number is for | |

| |an obtuse angle. The teacher will model how to measure an angle using a protractor. Use SmartLesson: Measuring Angles to| |

| |practice. | |

| |Respond: The student will work with a partner or as a group to complete the measuring angles worksheet. Teacher will | |

| |check for understanding. | |

| |Assessment: Student participation, journaling. | |

| |Calendar Math: | |

| |Counting Tape: Continue to have students identify and mark multiples of 2-7, begin marking multiples of 8 with the orange | |

| |octagon cards. | |

| |Daily Depositor: During March the amount added to the depositor each day will be $100 times the day’s date. | |

| |Homework: Pg. 370 numbers 11-16 measure the degree of each angle with a protractor! | |

|Friday| |Calendar Components |

| |Tacky Writing Day | |

| | | |

| |Calendar Math: | |

| |Calendar Component: Discuss the calendar piece for the day. Ask students to describe any patterns they see and predict | |

| |what will appear next. (comparing polygons) | |

| |Coin Counter: Continue to display the combination with the fewest possible coins in the top pocket. Continue to mark off| |

| |pennies with the 100 penny grid. From day 101 forward, show a $1 in the top pocket and a combination that only uses coins| |

| |in the middle and bottom pocket. Occasionally, have students select a shopper card to make a pretend purchase using the | |

| |day’s amount. | |

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