## Ms. AJ

### Target 1​

###### Lesson Type:

Continuation

Number Operation

:

Computation

Subtract within 1,000 (regrouping limited to only one place-value).

###### 1:

Be introduced to a variety of computation strategies for subtracting within 1,000 and select a strategy that works best.

###### 2:

Understand why the standard algorithm for subtraction is based on place-value.

###### 3:

Understand that when subtracting a multi-digit number, each place-value is being subtracted individually to create the new number (ones are subtracted from ones, tens are subtracted from tens, etc.)

###### 4:

Understand that when adding a multi-digit number, to solve start in the lowest place-value and go left.

###### 5:

Understand how to regroup based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

2nd

###### Vocabulary:

Activities:

Students practiced 5-digit subtraction problems with regrouping ("carry over").    ### Home Exploration

###### Guiding Questions: ## Absent Students:

Johnathan, Neha

### Target 2

:

###### 1:

Compose a written fraction to describe a visual or a visual to describe a written fraction.

###### 2:

Identify the number of shaded or unshaded parts as the numerator of a fraction.

###### 3:

Understand that fractions can be represented on a number line.

###### 4:

Explain that a fraction number line illustrates the value of fractions.

###### 5:

Determine the placement of a fraction on a number line.

3rd

###### Vocabulary:

Fractions, Numerator, Denominator, Whole, Half, Thirds, Fourths, Quarters, Fifths, Sixths, Eighths, Tenths

Activities:

Students reviewed "numerators" and "denominators" and determined what each part means in terms of fractions.

Students worked on activity sheets that helped them identify numerators vs denominators.

Students were given fractions in numeric form, for which they drew in their own models, and vice versa.

Students determined where to place different fractions on a number line between 0 and 1, starting with the larger pieces (like halves) and breaking them down into smaller pieces from there (utilizing what they previously learned about combining fractions to make "a whole").    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 