HERE IS A SAMPLE OF MY YEAR LONG GUIDED MATH LESSON PLANS!
Included is a 1-WEEK sample of a CCSS and TEKS aligned lesson plan!
BELOW IS THE DESCRIPTION FOR MY MY YEAR LONG SET
A YEAR OF GUIDED MATH LESSON PLANS for 3RD GRADE!
Over 770 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!
This product includes 30 weeks (CCSS) and 40 weeks (TEKS) of Guided Math Lesson Plans for the teacher and activities for the students!
25 CCSS Aligned and 46 TEKS Aligned Skills are broken down into 1-week segments (4 days each week with the 5th day being used as a “getting caught up day”) of lessons equaling 30 weeks (CCSS) and 40 weeks (TEKS)!
WITHIN EACH LESSON:
• CCSS Skills (Or TEKS Skills) Binder Divider Page
• A Completed Lesson Plan For Each Day (Day 1-2 and Day 3-4)
• A Vocabulary Activity (based on the specific CCSS and TEKS that week) to begin your small group lesson
• Small Group Activity (based on the specific CCSS and TEKS that week)
• Anecdotal Record Form to fill out on students.
THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!
Go grab my 3rd Grade Guided Math Lesson Plan (Free) here:
FREE SAMPLE GUIDED MATH YEAR LONG SET
To see what 1-week segment looks like! 2 lesson plans, 2 graphic organizers, 2 vocabulary sheets, 2 anecdotal record forms, and a blank lesson plan template!
Also check out the preview to see an up-close look at all of the items and how they are used!
3.0A.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
3.0A.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
3.0A.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.0A.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
3.0A.5 - Apply properties of operations as strategies to multiply and divide.
3.0A.6 - Understand division as an unknown-factor problem.
3.0A.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.0A.8 - Solve two-step word problems using the four operations. 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.
3.0A.9 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
3.NBT.1 - Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 - 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.
3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.NF.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.2 - Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.3 - Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.MD.1 - Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
3.MD.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 - Relate area to the operations of multiplication and addition.
3.MD.8 - Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.G.1 - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
3.2 A - The student is expected to compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate.
3.2 B - The student is expected to describe the mathematical relationships found in the base-10 place value system through the hundred thousands place.
3.2 C - The student is expected to represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.
3.2 D - The student is expected to compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
3.3 A - The student is expected to represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.
3.3 B - The student is expected to determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.
3.3 C - The student is expected to explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.
3.3 D - The student is expected to compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b.
3.3 E - The student is expected to solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.
3.3 F - The student is expected to represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.
3.3 G - The student is expected to explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.
3.3 H - The student is expected to compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
3.4 A - The student is expected to 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
3.4 B -The student is expected to round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.
3.4 C - The student is expected to determine the value of a collection of coins and bills.
3.4 D - The student is expected to determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.
3.4 E - The student is expected to represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.
3.4 F - The student is expected to recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.
3.4 G - The student is expected to use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
3.4 H - The student is expected to determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.
3.4 I - The student is expected to determine if a number is even or odd using divisibility rules.
3.4 J - The student is expected to determine a quotient using the relationship between multiplication and division.
3.4 K - The student is expected to solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
3.5 A - The student is expected to represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations.
3.5 B - The student is expected to represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.
3.5 C - The student is expected to describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24.
3.5 D - The student is expected to determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.
3.5 E - The student is expected to represent real-world relationships using number pairs in a table and verbal descriptions.
3.6 A - The student is expected to classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language.
3.6 B - The student is expected to use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.6 C - The student is expected to determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row.
3.6 D - The student is expected to decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area.
3.6 E - The student is expected to decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
3.7 A - The student is expected to represent fractions of halves, fourths, and eighths as distances from zero on a number line.
3.7 B - The student is expected to determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems.
3.7 C - The student is expected to determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.
3.7 D - The student is expected to determine when it is appropriate to use measurements of liquid volume (capacity) or weight.
3.7 E - The student is expected to determine liquid volume (capacity) or weight using appropriate units and tools.
3.8 A - The student is expected to summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
3.8 B - The student is expected to solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
3.9 A - The student is expected to explain the connection between human capital/labor and income.
3.9 B - The student is expected to describe the relationship between the availability or scarcity of resources and how that impacts cost.
3.9 C - The student is expected to identify the costs and benefits of planned and unplanned spending decisions.
3.9 D - The student is expected to explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest.
3.9 E - The student is expected to list reasons to save and explain the benefit of a savings plan, including for college.
3.9 F - The student is expected to identify decisions involving income, spending, saving, credit, and charitable giving.
THIS ITEM IS A MUST HAVE!
I have been teaching for 12 years. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!
If you still have questions, message me or e-mail me at firstname.lastname@example.org!
Follow Me On Facebook
Follow Me On Instagram
The Mason Jar