## How do we get what we need?Wonders Unit 5, Week 1

Economics standard #1: Choices have consequences

I can describe the cost and benefit associated with personal decisions.

I can define a cost as related to a decision.

I can define a benefit as related to a decision.

I can evaluate the cost and benefits of an individual economic decision.

RL.3.2 Determine the main idea of a text and recount key details.

I can determine the main idea and key details of a text.

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities

I can solve word problems involving multiplication and division.

3.OA.8 Solve two-step problems using the four operations.

I can solve two-step word problems using addition, subtraction, multiplication, or division.

Teacher shows students party supplies.

Ask students to infer what these supplies could be used for.

Have students think to self first.

Call on one number to share out to the class.

Use this strategy to get students into partners.

Pass out supplies for a class party, a ziplock of skittles, and a task card to each set of partners.

Look at your task card. Look at your supply. Do you have what you need? How can you get what you need? Teacher tells students they will be figuring out how to actually get what they need. They can use the skittles or another method in bartering for what they need. After the lesson, they will use what they have learned to get the item they need.

“Today 3rd graders, we are going to be reviewing and practicing how to determine the main idea and key details of an expository text. Let’s start off with a quick song to help us remember.”

Have the students put the World Book for Kids passage into Notability so that they can highlight the text. Pass out main idea and key details graphic organizer to complete together.

Students will read When Corn was Cash on page 386 and complete independently the main idea and key details graphic organizer.
Have the students stand up, hand up, pair up again to share what their main idea and one detail from the text. The students need to be listening to their partner so that they can share what their partner said to the next hand up pair up partner. After 3 rotations of hand up pair up, have the students turn in their completed graphic organizer.
Students will get back with their original partners. They will use this time to complete their task cards and obtain the object that they need.

Credits:

Created with images by Virginia L. - "it's your birthday" • Pexels - "ball balloon balloons" • Kid's Birthday Parties - "Vintage Comic Book Party Cups" • Kid's Birthday Parties - "Space Party Supplies"