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.CC.5

PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.5

PK.CC.6

Identify groups of 1 and 2 objects, and read numbers 1 and 2. 

How many objects are on that group?

1. Have the children arrange numbers 0-5.
2. Distribute mats and counters to each child.
3. The teacher will hold 1 object and ask how many.
4. Have the children place one counter on their mat.
5. Show 2 objects and ask how many.
6. Have the children add 2 counters on their mat.
7. Have the children compare which group has more.
8. Distribute activity p. 82.
9. Ask: How many beads are on the string (1) What is the teacher doing? (putting another bead on the string) How many beads are on the string now? (3)
10. Explain they are going to place an X on groups of 1 and ring groups of 2.
11. Have the children count objects and write X if its a group of 1 and ring if it is a group of 2.
12. Ask: What picture is that? How many objects are on that group? Dow ring or do we X? 

1. What picture is that?
2. How many objects are on that group?
3. Dow ring or do we X? Why?

Tues

PK.CC.1

PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.6

The children will learn to identify and write the numbers 1 and 2. 

What number is this?

1. Have the children arrange numbers 0-5.
2. The teacher will write the number 1 and will add a counters, then will write 2 and will add two counters next to the number.
3. Ask the children to point to, count, and say the numbers of counters.
4. Ask: What numbers is that? How many counters each number have? How do you know? Which group has more?
5. Distribute to each child a their small black boards and chalk.
6. The teacher will model how to write number 1.
7. Have the children try to write 1.
8. The teacher will help those with difficulties.
9. Then the teacher will model writing 2.
10. Have the children write 2.
11. The teacher will help those with difficulties. 

1. What number is this?
2. When do we use lines and curves to write numbers 1 and 2?
3. Which group has more? Why?

Wed

PK.CC.5

PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.5

PK.CC.6

 Identify groups of 1 -3 and read numbers 1-3.

How would you make a group of 1, 2 or 3 objects? 

1. Have the children arrange numbers 0-5.
2. Identify numbers 1,2 and 3.
3. The teacher will demonstrate making groups of 1-3 objects.
4. Distribute nest and eggs to each child.
5. Have the children identify the number on the nest and make a group of eggs according to the number.
6. Ask: What number is that? How would you make a group of 1, 2 or 3 objects? Which group has more which group has the least?
7. The teacher will go around helping the children that need help making groups. 

1. What number is that?
2. How would you make a group of 1, 2 or 3 objects?
3. Which group has more which group has the least?

Thurs

PK.CC.5

PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.5

PK.CC.6

Identify groups of 3 objects.

How many objects are on that group? 

1. Have the children arrange numbers 0-5, and count from 0-5.
2. Distribute mats and counters to each child.
3. The teacher will hold number of 1-3  object and ask how many.
4. Have the children place  counter on their mat according to the number.
5. Have the children compare which group has more.
6. Distribute activity p. 85.
7. Discuss the display on page 85.
8. Ask: How many beads are on the string (1) What is the teacher doing? (putting another bead on the string) How many beads are on the string now? (3)
9. Explain they are going to 1 ring groups of 3.
10. Have the children count objects and ring if it is a group of 3.
11. Ask: What picture is that? How many objects are on that group? Do we ring or we leave it alone? 

1. What picture is that?
2. How many objects are on that group?
3. Do we ring or we leave it alone?

Fri

PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.5

PK.CC.6

The children will learn to identify and write the num

ber 3. 

How do you write 3? 

1. Have the children arrange numbers 0-5.
2. Have the children count 0-5.
3. The teacher will write the number 3 and will add a counters,to match the number.
4. Ask the children to point to, count, and say the numbers of counters.
5. Ask: What numbers is that? Do we use lines or curves when writing 3? How do you write 3?
6. Distribute to each child a their small black boards and chalk.
7. The teacher will model how to write number 3.
8. Have the children try to write 3.
9. The teacher will help those with difficulties. 

1. What number is this?
2. Do we use lines or curves when writing the number 3?
3. How do you write 3?

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. 1. numbers                                6.
2. 2. groups                                    7.
3. 3. 1 - one                                   8.
4. 4. 2 - two                                   9.
5. 5. 3 - three                              10.

Use of Technology:

   ___*_ Smartboard

   __*__ Student Response System