3rd Grade BFES TeleSchool Plan

Math Reading

Day 1 Monday, March 23rd

Standard(s): ALL students are to complete a unit posttest, respectively. Students will login to Illuminate through ClassLink and complete the assigned unit test over the next 2 days. Please remind your child to use scratch paper. ***Please remember this is more of a test run. We do want you to do your best and feel you are prepared for this assessment, but we understand circumstances are different than being in the classroom. Grading WILL reflect those challenges so please do not worry about how you did. ON: Unit 5 Test ADV: Review of Unit 2 – Please go to MS Teams ACC: Unit 5 Test If you want some extra practice:

1. Your teacher will be hosting some study sessions on your class MS TEAMS page. Your teacher will communicate times.

2. LOGIN to USA Test Prep and complete the assignments for the current math unit.

3. Review study guide questions and email teachers any questions you have.

Standard(s):

Learning Target: I can identify the main idea of a non

fiction text.

Lesson: https://www.youtube.com/watch?v=3xvSoKJu2jg

Independent Practice: Illuminate: Main Idea (There are 2

passages to complete)

How to get into illuminate:

1. Log on to Class Link

2. Click Illuminate (you may have to log in with your lunch

number and password since you’re at home)

3. Click Green ‘Take Assessment’ Box

4. Either Click on “Main Idea” link

5. Take your assessment

6. When you’re finished Click Green Finish

Extra Practice:

Nonfiction book: Read and determine the main idea of a

section, paragraph

IReady Reading

Game: https://www.roomrecess.com/mobile/MainIdeaMilli

onaire/play.html

Day 2 Tuesday, March 24th

Standard(s): Students will finish their unit posttest. No school for students/teacher workday.

Standards:

No School for students: Teacher Workday

Day 3 Wednesday, March 25th

Standard(s): Students will login to Illuminate through ClassLink and complete the assigned unit test over the next 2 days. Please remind your child to use scratch paper. ***Please remember this is more of a test run. We do want you to do your best and feel you are prepared for this assessment, but we understand circumstances are different than being in the classroom. Grading WILL reflect those challenges so please do not worry about how you did. ON: Unit 5 Test ADV: Unit 2 Test ACC: Unit 5 Test

Standard(s):

Learning Target: I can identify text structure in a non

fiction text.

Lesson: https://www.youtube.com/watch?v=-gJ4HGbU8jE

Video on all 5

text structures: https://www.youtube.com/watch?v=7kWG

Q-_ipBY

Independent Practice: Illuminate: Text Structure

(Sequence)

Extra Practice:

Brain Pop: Video, quiz, worksheet

https://www.brainpop.com/english/writing/writinginsequen

ce/

Jeopardy Game on Text

Structure: https://jeopardylabs.com/play/text-structure

Standard(s): ON: Begin Unit 6 Measurement

Standard(s):

Day 4 Thursday, March 26th

1. MGSE3.MD.1- Tell and write time to the nearest minute and measure elapsed 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, drawing a pictorial representation on a clock face, etc.

2. Videos: Sign onto ClassLink and select the BrainPOP

JR. Icon. Click “math”, then click “time” then watch the two videos entitled “Telling Time to the Nearest Minute” and “Elapsed Time”.

3. Task: Click here for the lesson. ADV: Finish Unit 2 Post-Test ACC: Begin Unit 6

1. MGSE4.G.1- Number Talk/Thought- Students will go to the this web site and look for what shape does not belong and decide why.

2. Task: What Makes a Shape?

Grammar Learning Target: I know how to identify a

contraction.

Grammar Lesson: Brainpop Contractions Video.

https://www.brainpop.com/english/grammar/contractions

/

-Brainpop is accessed through ClassLink, search

contractions and watch the video, then complete the

quiz.

Writing Learning Target: I can write a story based on an

informational text.

Writing Lesson: Review of Informational Writing Video:

Link: https://www.youtube.com/watch?v=53L-5zE7Ibw

Independent Practice: Go to your group files in Outlook

and find the Money Passages. You will read Passage 1 and

Passage 2. Type your response to the prompt on Page 1

into a Word Document and share it with your teacher.

Share steps:

1. File

2. Share

3. OneDrive

4. Type in your teacher’s name and click on it

5. Hit Share

Day 5 Friday, March 27th

Standard(s): ON: Unit 6 Measurement

1. MGSE3.MD.1- Tell and write time to the nearest minute and measure elapsed 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

Standard(s):

Grammar Learning Target: I can identify singular and plural

possessives.

Grammar Lesson: Brainpop Possessives Video

https://www.brainpop.com/english/grammar/possessives/

-Brainpop can be accessed through ClassLink, search

possessives and watch the video, then complete the quiz

diagram, drawing a pictorial representation on a clock face, etc.

2. Videos: Watch video to review elapsed time: https://www.youtube.com/watch?v=qSE1Z5F_vrU

1. Task: Click here to complete the schedule they do

not need to answer the questions today, they will

do that next week.

ADV: INTRODUCTION to Unit 3 – Fraction Equivalents

1. MGSE4.NF.1- Students will be able to explain why two or more fractions are equivalent by using visual fraction models; focus attention on how the number and size of the parts differ even though the fractions themselves are the same size; and use this principle to recognize and generate equivalent fractions.

2. Videos: Sign onto ClassLink and select the BrainPOP JR. Icon. Click on “math” -> “Fractions” -> watch the “Equivalent Fractions” video. Also watch this Equivalent Fractions video from YouTube: https://www.youtube.com/watch?v=vKXqzpz-G0s

3. Task: Follow these instructions to construct your own Fraction Kit.

a) Here is a YouTube video that shows what a Fraction Kit is and what it looks like: https://youtu.be/PmWnMtLBJZM b) Please post a picture of your Fraction Kit on MS Teams keep your fraction kit in a SAFE place, you WILL need it throughout the unit.

ACC: Unit 6

1. MGSE4.G.1- Number Talk/Thought- Students will

Standard(s):

Learning Target: I can identify context clues in a non

fiction text.

Lesson: https://www.youtube.com/watch?v=CyK01USxdg0

Independent Practice: Illuminate: Context Clues

Extra Practice:

Brain Pop: video, quiz, worksheet

https://www.brainpop.com/english/studyandreadingskills/

contextclues/

go to the this web site and look for what shape does not belong and decide why.

2. Task: Angle Shape Sort

Extension and Practice Tasks (Optional):

STEM Humanities

Iready-20 Minutes USA Test Prep-Complete assigned work for any subject area as directed by your teacher. XtraMath – remember to practice your math facts Study Guide-Work on your current study guide. Mystery Science-Complete the active Mystery Science lesson shared by your teacher. Gallopade- Complete the active chapter(s) shared by your teacher.

Iready-20 Minutes

The pages below are linked resources for Math classes. If the link imbedded does not work these are the resources needed.

ACC Math 3-26 Task Directions

1. Students will sort the “Sorting Shapes” cards based on any attribute they choose. Have them share and discuss their sorts, highlighting the key vocabulary they use to describe their sorts (angles, number of sides). Students discuss these various parts and properties of the angles that they already know. Make sure they can answer the following questions.

● How did you group your shapes? ● What makes a shape a shape? ● What are the parts of a shape? ● How can you tell the differences between shapes?

2. After several practice sorts, students need to select 3 attributes listed above and sort all shapes into one of those groups.

Tape/Glue them to a piece of paper.

Describe the attribute you selected for that group Cut out these shapes to sort:

ACC Math 3-27

Part I

Today we are going to learn about angles. Please explore these sites and reading the supporting information below regarding angles:

● http://www.ixl.com/math/grade-4/parallel-perpendicular-intersecting This online activity discusses parallel, perpendicular and intersecting lines. It can be used for additional practice or remediation purposes.

Supporting Information: Tell students that today you will learn about something called angles. Remind students that an angle is formed when two lines or sides share a vertex. Show students several angles on the board. Ask students to look for angles throughout the room. After students have found several angles, tell students that there are three types of angles that we will discuss this year: acute, obtuse, and right.

Show students how angles can be created through different parts of your body, like your arms or your ankles. Show students a 90o angle with your ankle. Tell students that this is called a right angle. Next, show them an acute angle by pulling your toes up toward your shin. Last, show them an obtuse angle by pointing your toes and stretching them away from your shin. Allow the students to try showing the angles with their ankles as you say the words “right angle,” “acute angle” or “obtuse angle.” You can also do this with your arms. Have them make a strong bicep “muscle” to demonstrate a right angle. Then draw your fist closer to your shoulder to create an acute angle and extend your forearm moving the fist away from the shoulder to create an obtuse angle. Ask the students if the length of their foot or leg changes the size of the angle. How about the length of the arm? Why or why not? Talk with the students about the fact that an angle represents the size of the opening between your foot and leg or your upper and lower arm.

Part II Use straws or toothpicks to practice building angles. You can use the supporting information below to assist. Supporting Information: Review the three types of angles with students. Give each student three bendable straws, Wikki-Sticks, pencils, pipe cleaners or a handful of toothpicks. Have students use the material to form each type of angle (acute, obtuse, or right). Have them show their angles to a partner to check. Then, give each set of partners a set of sticks (coffee stirrers etc.) and ask them to play “pick up” sticks. Students will gather a fist full of straws and then carefully drop

them from a kneeling position. Once all sticks have dropped, they should locate angles. The teacher should circulate and ask students to identify angles they found. This game time should only last a few minutes. Part III Cut out the shapes below and place them in the correct area on the task sheet. Repeat this several times like a game. You could also play this in a game format where you place all cards in a deck face down and take turns drawing and placing shapes in the correct area. Each time you would need to explain why you placed the shape in the place you selected.

While working, ask yourself questions like:

● What shape are you working with? How did you know its name? ● How many angles does your shape have? ● What types of angles does your shape have? How did you figure that out? ● Where will you place your shape on the chart? ● Did you have to use the straws each time? If not, how did you determine what the angle was?

Part IV After you have practiced placing the shapes several times, attach the shapes where they belong using tape or glue. This will be turned in for a grade.

Name __________________________ Date ____________________

Sorting Angles Task Sheet

Only Right

Angles

Only Acute

Angles

Only

Obtuse

Angles

Acute and

Right

Angles

Acute and

Obtuse

Angles

Right and

Obtuse

Angles

Angle Shape Sort: Cut the shapes out to place on the Sorting Angles Task Sheet.

Determine the types of angles that make up each shape.

ADV 3-27 Advanced level math lesson for Wednesday, March 25th.

Begin the new unit by reviewing equivalent fractions using the BrainPOP video.

Fraction Kit Task Directions:

1. Cut 12-by-18-inch construction paper lengthwise into 3-by-18-inch strips. For the fractions 1

whole, 1/2, 1/4, 1/8, and 1/16, you will need 5 different colors. To include 1/3, 1/6, and 1/12, you

will need an additional 3 colors (for a total of 8 colors.)

2. Ask students to take a strip of a particular color (that you choose or the class agrees upon),

fold it in half, and cut it into two pieces. Have them label each piece 1/2 (and possibly also with

the name ‘one half’) and discuss why this label is appropriate (because the pieces are the same

size, each is one of the two pieces, which we represent as 1/2).

3. Choose a color for a second strip and have the students fold and cut it into four equal pieces.

Instruct students to label each piece 1/4 (and possibly with the name ‘one fourth’). Have

students explain why the label is appropriate.

4. Have students fold, cut, and label a third strip in eighths and a fourth strip in sixteenths. (For

the sixteenths, students may need to fold a strip in half, cut it, and then fold each half into

eighths.)

5. Students leave one of the strips whole and label it 1 or 1/1 (ask students first what they

should label it).

6. For creating thirds, students would probably be inaccurate in folding. One strategy is to

measure the strip, divide the length into three equal segments, and then measure and cut and

label.

7. To cut sixths, follow the same idea as with thirds, but pose cutting the 18 inches into six equal

sized pieces. Again, students should have time for small group discussion and sharing.

8. To cut twelfths, follow the same idea as with thirds and sixths, but pose cutting the 18 inches

into 12 equal sized pieces. Again, students should have time for small group discussion and

sharing.

Now allow students to “play around” with the strips as they make observations. Ask them to find

equivalent of one half, one fourth, one third, etc…

ON 3-26

On level math lesson for Wednesday, March 25th.

I. Now, teach/review how to tell time to the nearest minute using an analog clock.

Watch the BrainPOP Video about Telling time to the Minute.

II. Watch the BrainPOP Video about Elapsed time.

III. Finally, complete the table using an open number line to fill in the blanks of the

table below.

Above is an example of how to use an open number to count elapsed time, instead of the T-

Chart from the BrainPOP video. Students may “jump” however much time they’d like, but

chunking time into small segments is very helpful.

ON Math 3-26

LET’S TALK ABOUT TIME

With a partner, create a number line from 1 to 12. Use your number line to help fill in the movie schedule

below for Hollywood 12 Cinema. (Use classroom clock as needed.)

Movie Start Time End Time Duration

Alvin and the Chipmunks 12:15 1 hour, 10 minutes

Harry Potter 2:34 4:34

Ice Age 4:30 90 minutes

The Muppets 7:20 1 hour, 20 minutes

The Smurfs 7:30 8:47

FORMATIVE ASSESSMENT QUESTIONS

● How did you determine a start time when the end time and duration were given?

● How did you determine the end time, when the start time and duration were given?

● How did you determine the total time you spent in one week watching T.V?

ON Math 3-27 Time to Get Clean!

The Freeman Family Bathroom is a busy place in the mornings! So, the Freeman kids decided to create a

chart for everyone to follow so things wouldn’t get too crowded. There’s one problem. Baby Freeman

(Georgie) erased some important parts of the schedule. The Freeman kids are very nervous about this

because they will have to show their new schedule to the family tonight and be ready to explain it. Can

you help them?

● Closely examine the Freeman Family Morning Bathroom Schedule below.

● Fill in the missing parts of the schedule. Use clocks or other tools to help you.

● Answer the questions about the schedule on the space provided.

Part I: The Freeman Family Morning Bathroom Schedule

Person Activities Start

Time

End

Time

Time

Taken

Megan Shower, wash hair, dry hair, brush teeth

6:30 ½ hour

Carl Shower, brush teeth 6:30

6:56

Baby Georgie Take a bath 6:56 24

minutes

Mom Shower, brush teeth

8:05 ¾ hour

Dad Shower, shave, brush teeth 8:05

8:47

Grandpa Take a bath, shave 8:47 35

minutes

Part II: Explanations for the Family Meeting

1. Who spends the most time in the bathroom? ___________________________________

2. Who spends the shortest time in the bathroom? _________________________________

3. How long to Dad and Grandpa spend in the bathroom in all? ______________________

4. How much longer does Meagan spend in the bathroom than Carl? __________________

5. The first person goes into the bathroom at 6AM. It is in use until everyone is finished getting clean. At what time will the

bathroom be free each day? ___________________

6. Choose one person’s bathroom slot. Tell how you figured out their missing information below. ____________________________________________________________________________________

____________________________________________________________