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Math: 5/18/15 to 5/22/15
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OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN

 

Teacher’s Name Mrs. Fundora           Subject _Math                        Grade Pre-K1      Week of _5/18/15 to 5/22/15     ____                            

Unit 3 Week 6                                                                            Unit Title Exploring Measurements              Essential Question Which objects is heavier and which object is lighter?

 

CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOT QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 

PK.MD.1

PK.MD.2

SL.PK.2

Order three containers by capacity to determine which holds the most and least.

To whom the bowls belong to?

  1. The teacher will display two containers one tall and one short and wide.
  2. Ask: Which container holds more?
  3. The teacher will have a volunteer pour rice in the tall container, then have another volunteer pour rice in low wide bowl.
  4. Have the children determine which one holds more.
  5. The teacher will read aloud “The Three Bears.”
  6. The teacher will pause on specific pages to point out the relative size of each bowl of porridge.
  7. Ask: What size of bowl are mentioned in the story?  For who is the large, the medium, and small  the size bowl were intended for? Which bowls hold more and which one holds less?
  8. Have the children match spoons to the corresponding  bowl.
  9. Ask: Why is the large spoon with large bowl? (It belongs to the big bear)
  1. What size bowls are mentioned in the story?
  2. For who is  the large, the medium, and small  the size bowl were intended for?
  3. Which bowls hold more and which one holds less?

Tues

PK.MD.1

PK.MD.2

SL.PK.2

Order three or more objects by weight to determine which is the heaviest or lightest.

What does a scale helps us do?

  1. The teacher will explain that a scale is something that measures how much an object or person weighs.
  2. Have the children share their experiences using a scale. (Doctor, home, supermarket)
  3. Explain that a balance scale can compare the weight of two objects. The scale shows which object is heavier or lighter.
  4. Demonstrate how to use the balance scale.
  5. Ask: What does a scale helps us do? Which object is heavier and which is lighter? How do you know? When can we use a scale?
  6. Distribute a scale to each table.
  7. Have the children determine which is heavier and which lighter.
  8. Show the children three objects.
  9. Then ask: How can you tell which of the objects is the heaviest? (Demonstrate)
  10. Continue comparing weight with other objects.
  1. What does a scale helps us do?
  2. Which object is heavier and which is lighter?
  3. How do you know?
  4. When can we use a scale?

Wed

PK.MD.1

PK.MD.2

SL.PK.2

Order three or more objects by weight to determine which is the heaviest or lightest.

Which object is heavier and which is lighter?

  1. Have the children share their experiences using a scale. (Doctor, home, supermarket)
  2. Explain that a balance scale can compare the weight of two objects. The scale shows which object is heavier or lighter.
  3. Demonstrate how to use the balance scale.
  4. Ask: What does a scale helps us do? Which object is heavier and which is lighter? How do you know? When can we use a scale?
  5. Distribute two milk containers scale, a hanger, and different objects to each table.
  6. Show the children three objects.
  7. Have the children compare the weight of each objects.
  8. Then ask: How can you tell which of the objects is the heaviest? (Demonstrate)
  9. Continue comparing weight with other objects.
  1. What does a scale helps us do?
  2. Which object is heavier and which is lighter?
  3. How do you know?
  4. When can we use a scale?

Thurs

PK.MD.1

PK.MD.2

SL.PK.2

Order three or more objects by weight to determine which is the heaviest or lightest.

What helped you determine the weight of the picture? (What is made of, and what is like)

  1. Have the children share their experiences using a scale. (Doctor, home, supermarket)
  2. Explain that a balance scale can compare the weight of two objects. The scale shows which object is heavier or lighter.
  3. Distribute Activity Page F9, a blue and a red crayon..
  4. Have the children name the three objects in exercise 1.
  5. Have the children color the heaviest blue and the lightest red.
  6. Remind the children not to base their decisions on the size of the picture, but on what the item is like, what is made of, and if they think is heavier or lighter.
  7. The teacher will describe the items.
  8. Ten have the children color the pictures according to what is made, and is like.
  9. Ask: What is it made of? Is it heavier or lighter? What color should you color the picture? What helped you determine the weight of the picture? (What is made of, and what is like)
  1. What is it made of?
  2. Is it heavier or lighter?
  3. What color should you color the picture?
  4. What helped you determine the weight of the picture? (What is made of, and what is like)

Fri

PK.MD.1

PK.MD.2

SL.PK.2

Order three or more objects by weight to determine which is the heaviest or lightest.

Is it heavier or lighter?

  1. Have the children share their experiences using a scale. (Doctor, home, supermarket)
  2. Explain that a balance scale can compare the weight of two objects. The scale shows which object is heavier or lighter.
  3. Distribute Activity Page F10, a blue and a red crayon..
  4. Have the children name the three objects in exercise 1.
  5. Have the children color the heaviest blue and the lightest red.
  6. Remind the children not to base their decisions on the size of the picture, but on what the item is like, what is made of, and if they think is heavier or lighter.
  7. The teacher will describe the items.
  8. Ten have the children color the pictures according to what is made, and is like.
  9. Ask: What is it made of? Is it heavier or lighter? What color should you color the picture? What helped you determine the weight of the picture? (What is made of, and what is like)
  1. What is it made of?
  2. Is it heavier or lighter?
  3. What color should you color the picture?
  4. What helped you determine the weight of the picture? (What is made of, and what is like)

 

 

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

 

Vocabulary words for week:

1.  scale                             6.

2.  weight                          7.

3.  heavier                         8.

4.  lighter                           9.

5. measurement            10.

Use of Technology:

   __*__ Smartboard

   ___*_ Student Response System