## Ms. Raejean

### Target 1​

###### Lesson Type:

New

Number Operation

:

Computation

Solve multi-step problems within 100 (addition, subtraction, multiplication, and division).

###### 1:

Solve problems that have more than one operation.

###### 2:

Understand that the presence of parenthesis in an arithmetic equation signals for this part of the problem to be solved first.

###### 3:

Understand when solving a problem that has both addition and subtraction operations that solving starts on the left and continues to the right.

3rd

###### Vocabulary:

Multi-Step Equations, Multiplication, Division, Addition, Subtraction, Parenthesis

Activities:

Students solved multi-step problems (each problem had more than 1 step or operation). Students solved the part in the parenthesis first, then computed the next part. Students used the hundreds chart to help with problems involving multiplication, addition, and subtraction. Students used cubes to help with division. We reviewed that objects can be fair shared (ex. 12➗3: make 3 groups to share 12 equally) or divided into equal groups (ex. 12➗3: make groups of 3 to determine how many groups can be made with 12 objects).

## Absent Students:

### Target 2

:

###### 1:

Understand that a tessellation is a repeated geometric figure that covers a plane without gaps or overlaps.

###### 2:

Construct a tessellation and use it to create a pattern in which there are no empty spaces.

###### 3:

Recognize and apply reflections (flips), translations (slides), and rotations (turns).

3rd

###### Vocabulary:

Tessellation, Tile, Translation, Slide

Activities:

We did a quick review of tessellations. Students recalled that in a tessellatioin, a tile is repeated. A tile is made by taking a "nibble" from one side of the tile and placing it on the opposite side. When making the tessellation, the tile was translated (slid) and traced withtout gaps or overlaps.

### Target 3

:

###### 1:

Understand that an exponent indicates the number of times that a base is multiplied by itself.

###### 2:

Write a repeating multiplication equation that is equivalent to a given exponent.

###### 3:

Write an exponent that is equivalent to a given repeating multiplication equation.

3rd

###### Vocabulary:

Exponent, Base, Multiplication, Exponential Notation

Activities:

We continued learning about exponents. We reviewed that the exponent indicates how many times the base needs to be multipled by itself. Students wrote out the matching repeated multiplication equation. Then students wrote the exponential notation given the repeated multiplication equation. Ex. 7 x 7 x 7 = 7³