PLANES DE TRABAJO por Iris Marn Reyes

Teacher name: Iris Marn

Math
Gilbert
Lesson Plan
Description
of lesson

INTELIGENCIA VISUAL: Incluye la capacidad para

utilizar sistemas simblicos y efectuar transformaciones
de las percepciones iniciales que se tengan.

Math
Objective: Review the fundamentals of place value
and expand to the hundred thousands place while
incorporating various forms of displaying a number.
TEKS: 3.2(A), 3.2(B)
ELPS: C.1.C - The student is expected to: use strategic
learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary;

Whole Group
GT (Stars Group) 3.5A & 3.1A

Finish rubric on Addition & Subtraction Project

Have students begin process of creating story for their

questions.

Multiplication intro (2s & 3s) Beat the Calculator

(multiplication) Daily
Frogs Group

Subtraction Facts (4s & 5s) Beat the Calculator

(subtraction) Daily

Review what students know about

place value by creating a circle map
with place value as the topic

Using the gradual release of responsibility model do

the following with examples:
Show students the various forms of place-value
(standard, written, and expanded)
Create a place value anchor chart with students (do
place value chart only to hundred
thousands)
Formative Assessment - Students create
a Place Value Thinking Map at their table
groups on posters to hang in the hall (do
an example before students create one
independently or in groups)
Distributive math Math Boxes pg.
Think Through Math Expectations
Go through Place Value Questions

Small Group Practice labeling numbers and building

numbers based on expanded form (focus on numbers with 0
in the 5-7 digit numeral & Basketball Addition

Math
Gilbert
Lesson Plan

INTELIGENCIA LOGICO MATEMTICA: capacidad para

construir soluciones y resolver problemas, estructurar
elementos para hacer deducciones y fundamentarlas con
argumentos slidos.

Description
of lesson
Objective: Solve one-step and two-step problems
involving addition within 1,000 using strategies based
on place value, properties of operations.
TEKS: 3.4A, 3.5A

ELPS: C.1.C - The student is expected to: use strategic

learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary;

Whole Group
GT (Stars Group) 3.5A & 3.1A

Peer feedback on stories

Creation of Questions for their stories

Frogs Group

Review Place Value concepts from previous lesson

Do a couple of addition word problems without

regrouping and make sure that students are adding
correctly

Then display a word problems which REQUIRES

regrouping and walk students how to regroup using
base-10 blocks, be sure to explain to students
WHY/WHEN it is necessary to regroup

BrainPopJr. Addition with Regrouping

Distributive math Math Boxes

Small Group Race to a Flat!

Math
Gilbert
Lesson Plan

INTELIGENCIA LINGISTICO VERBAL: capacidad para

manejar y estructurar los significados y las funciones de las palabras y
del lenguaje.

Description
of lesson
Objective: Solve one-step and two-step problems
involving addition within 1,000 using strategies based
on place value, properties of operations
TEKS: 3.4A, 3.5A, 3.1.A
ELPS: C.1.C - The student is expected to: use strategic
learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary;

Whole Group
GT (Stars Group) 3.5A & 3.1A

Peer Feedback on Questions

Create graphics on Ipad & input into google document

Frogs Group-

Review place value by displaying a few numbers

up to 999, 999 and placing them in place value
charts. Go over finding the value of each digit
(refer back to the place value anchor chart)
Lesson 2.7 The Partial Sums Algorithm

Distributive math Math Boxes

Small Group Use base-ten blocks to build and decompose

numbers and correlate place value to additional partial-sums
practice & EM Game 3 Addends pg. 240

Math
Gilbert
Lesson Plan

INTELIGENCIA INTERPERSONAL: incluye la habilidad para

formar y mantener relacioes y asumir varios roles dentro del
grupo.
Math: Topic: Standard

Description
of lesson

Measurement

Objective: To review U.S. customary and

metric units of length; and to guide children as
they estimate and measure lengths to the
nearest inch and nearest centimeter.
TEKS: 3.7A, 3.6C-D determine the area of rectangles with whole
number side lengths in problems using multiplication related to the
number of rows times the numbers of unit squares in each row,
decompose composite figures formed by rectangles into non-overlapping
rectangles to determine the area of the original figure using the additive
property of area. 3.1.C - select tools, including real objects, manipulatives, paper
and pencil, and technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems;
ELPS: C.1.C & C.1.H

Whole Group EM Lesson 3-3 Part 1 Standard Linear Measures

Students will be introduced to the US customary system & the metric

system.
Students will make personal measurement references in their Math journal
(Finish in independent work)
Partner work Estimating lengths in US customary & Metric system

Small Group: EM (Part 3) Estimation Scavenger Hunt

Per partnership: tape measure, yardstick, meterstick.
Children hunt for objects of given lengths using
estimation. (Measurement hunt St. Math Journal p. 60)
*Addition/subtraction quiz
GT: Create Scavenger Hunt clues for other group to find
objects of their estimation

Science
Gilbert
Lesson Plan

Description
of lesson

INTELIGENCIA NATURALISTICA: Capacidad que muestran algunos individuos

para entender el mundo natural. Utilizan habilidades de observacin y
comprobacin de hiptesis.
OBJECTIVE: unit 2 Matter and energy

Monday SCI G03 U02 Lesson: FOSS-Build a

Thermometer SCI G03 U02 Lesson FOSS Build a
Thermome & SCI G03 U02 Lesson: FOSS-Sinking and
Floating Water SCI G03 U02 Lesson FOSS Sinking and
Float **For a complete list of materials, refer to page 14
of the FOSS Water Kit guide for Investigation 2, Part 1:
Build a Thermometer. Have materials set out and ready

ahead of time.**
Tuesday- SCI G03 U02 Lesson Freezing: Water as
Ice SCI G03 U02 Lesson Foss Water as Ice **For a
complete list of materials, refer to page 19 of the FOSS
Water Kit guide for Investigation 2, Part 3: Water as Ice.
Have materials set out and ready ahead of
time.**
**You will need space in a freezer at least overnight for
four 1/2-liter containers holding vials and two 1-liter
containers holding syringes.
**Getting Ready section p. 20 is very important for
these lessons. Make sure you prepare ahead.
Wednesday- SCI G03 U02 Lesson Evaporation:
Evaporation SCI G03 U02 Lesson FOSS
Evaporation **For a complete list of materials, refer to
page 8 of the FOSS Water Kit guide for Investigation 3,
Part 1: Evaporation. Have materials set out and ready
ahead of time.**
Technology: Teacher computer and classroom projection
system for video
Thursday - SCI G03 U02 Lesson Evaporation:
Evaporation SCI G03 U02 Lesson FOSS Evaporation
**For a complete list of materials, refer to page 8 of the
FOSS Water Kit guide for Investigation 3, Part 1:
Evaporation. Have materials set out and ready ahead of
time.**
Technology: Teacher computer and classroom projection
system for video

Science
Gilbert
Lesson Plan

Description of
lesson

Content Objective: Unit 02: Matter and Energy

Essential Questions
How can the properties of matter identify an unknown
substance?
How do the properties of materials determine their use?
How can we measure, test and record different properties
of matter?
What happens to the observable properties of various
materials when they are mixed together?
What predictions can we make about the changes in states of
matter

Inteligencia intrapersonal: Incluye nuestros

pensamientos y sentimientos y se refiere a la
autorreflexin y autopercepcin que una persona tiene
de si misma.
Monday SCI G03 U02 Lesson: Matter Stations SCI G03 U02
Lesson Matter Stations
Tuesday- SCI G03 U02 Lesson: Matter Stations SCI G03 U02
Lesson Matter Stations

Wednesday- SCI G03 U02 Lesson: Magnetism SCI G03 U02

Lesson Magnetism

Thursday - SCI G03 U02 Lesson: FOSS-Build a Thermometer SCI

G03 U02 Lesson FOSS Build a Thermome

Scienc
e
Gilber
t
Lesso
n Plan

Content Objective:
Unit 3 Force, Motion, and Energy
The student understands that energy affects our daily lives and
exists in many different forms, including mechanical, light, sound,
and heat/thermal. Students will manipulate objects by pushing and pulling
to demonstrate changes in motion and position. All objects attract each
other. Gravity is the force that attracts objects to one another. Magnetism is
the force that pulls an object.

INTELIGENCIA MUSICAL: habilidad para apreciar, transformar

y expresar formas musicales, asi como para ser sensible al

ritmo, el tono y el timbre.
Descri
ption
of
lesson

Tuesday-

Lesson: Using Rulers to Investigate Sound

3.6A Explore different forms of energy, including mechanical, light, sound, and
heat/thermal in
everyday life
Resources: BrainPop Video
See Additional Teacher Resources/Materials in unit overview for additional activities if needed.

Wednesday - Exploring sounds with kazoos

(3.6A) explore different forms of energy, including mechanical, light, sound, and
heat/thermal in everyday life.
Resources: Sample video for the teacher only with directions for Making a Straw
Kazoo video Pipe Dream from Science A-Z

Thursday & Friday -

Lesson: Mechanical Energy

3.6A Explore different forms of energy, including mechanical, light, sound, and
heat/thermal in
everyday life.
3.2F communicate valid conclusions supported by data in writing, by drawing pictures,
and through verbal discussion.

Resources: Two types of mechanical energy PPT

See Additional Teacher Resources/Materials in unit overview for additional activities if needed.

Math
Gilbert
Lesson Plan

Description
of lesson
plan

Daily TEK Problem Solving 3.1.B - use a problem-

solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving
process and the reasonableness of the solution;

Inteligencia cinstesica: estos individuos

confian en los procesos tctiles y cinstesicos
para adquirir la informacion , experimentan
lo que aprenden para comprender y retener la
informacin.
Math Unit 1 1.11 Solving Problems with Dollars and Cents
Objective: To guide children as they solve problems involving money; to
provide opportunities to determine when a situation needs an exact answer
or an estimate; and to provide practice for estimation skills.

TEKS: 3.1D - communicate mathematical ideas, reasoning, and their implications

using multiple representations, including symbols, diagrams, graphs, and language

as appropriate; 3.4C determine the value of a collection of coins and bills; 3.2D
compare and order whole numbers up to 100,000 and represent comparisons using
the symbols >, <, or =. 3.4A 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;; 3.4B round to the nearest 10 or 100 or use compatible numbers to
estimate solutions to addition and subtraction problems

Whole Group Parts 1& 2

Distributive math Math Boxes pg.22

Small Group EM Game Spinning for Money or Partner Game

Independent Work Mental Math & Reflexes (RSA 1.11) formative

assessment