ELA: Building Classroom Communities

Essential Question: How can I make my classroom look and sound like a productive and comfortable place to work with my peers?

Big Idea: I can contribute to my classroom so that it is a comfortable learning environment that promotes learning and is inclusive of everyone.

Resources: 

The Crayon Box That Talked by Shane Derolf

My Mouth is a Volcano by Julia Cook

Enemy Pie by Derek Munson

Each Kindness by Jane Addams

Spaghetti on a Hot Dog Bun by Maria Dismondy

Ms. Marlarkey Leaves No Reader Behind by Judy Finchler

The Invisible Boy by Trudy Ludwig

The Name Jar by Yangsook Choi

My Name is Yoon by Helen Recorvits

Writing: Narrative Writing

• Students will begin brainstorming ideas for writing personal narratives by generating seed ideas. 
• Students will begin to explore the writing process by recognizing and understanding the five steps. (Prewriting, Drafting, Revising, Editing, and Publishing)

Eureka Math:

Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10

Students will:

• explore Multiplication and the meaning of factors 
• explore Division as an unknown factor problem.
• multiply and divide using units of 2, 3, and 4.
• apply the Distributive Property to units of 2-5 and 10

Common Core Learning Standards:

3.OA.A.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

3.OA.A.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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3.OA.A.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.OA.A.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

3.OA.B.5 - Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

3.OA.B.6 - Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

3.OA.C.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.