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

Order three objects by length to determine which is longest or shortest.

 How can we compare the length of of two objects?

1. Discuss how to measure length.
2. Display three bears and three bowls.
3. Distribute string and  snap cubes
4. Have the children measure the bears length to determine which is the shortest and which is the longest.
5. Have the children match the bears to the bowl.
6. Ask: How can we compare the length of of two objects? How do you know which one is longer or shorter? What did you do to find out? When would you use non-standard  measurements.
7. Repeat the activity with different class objects.

1. How can we compare the length of of two objects?
2. How do you know which one is longer or shorter?
3. What did you do to find out?
4. When would you use non-standard  measurements.

Tues

Order three objects by length to determine which is longest or shortest. 

How do you know which one is longer or shorter?

1. Discuss how to measure length.
2. Ask: How can we compare the length of of two objects?
3. Place three items on a table or taped on the board.
4. Demonstrate comparing the length of the objects and arranging them in order from shortest to longest.
5. Pair children.
6. Distribute brown bags with different length.
7. Have the children examine the objects in their bags and place them in the order from shortest to longest.
8. Visit the children to see how they are comparing the three objects.
9. Ask: How do you know which one is longer or shorter? What did you do to find out? When would you use non-standard  measurements.
10. Repeat the activity with other objects.

1. How can we compare the length of of two objects?
2. How do you know which one is longer or shorter?
3. What did you do to find out?
4. When would you use non-standard  measurements.

Wed

Order three objects by length to determine which is longest or shortest.  

What did you do to find out which was shortest or longest?  

1. Discuss how to measure length.
2. Ask: How can we compare the length of of two objects?
3. distribute different units of measurement.
4. Place three items on a table or taped on the board.
5. Demonstrate comparing the length of the objects and arranging them in order from shortest to longest.
6. Pair children.
7. Distribute different classroom items.
8. Have the children examine the objects place them in the order from shortest to longest.
9. Visit the children to see how they are comparing the three objects.
10. Ask: How do you know which one is longer or shorter? What did you do to find out which one was the shortest or the longest? What did you use to measure them? When would you use non-standard  measurements.
11. Repeat the activity with other objects.

1. How do you know which one is longer or shorter?
2. What did you do to find out which was shortest or longest?
3. What did you use to measure them?
4. When would you use non-standard  measurements.

Thurs

Order three objects by length to determine which is longest or shortest.

When would you use non-standard measurement?

1. Discuss how to measure length.
2. Ask: How can we compare the length of of two objects?
3. Place three items on a table or taped on the board.
4. Demonstrate comparing the length of the objects and arranging them in order from shortest to longest.
5. Pair children.
6. Distribute brown bags with different length.
7. Have the children examine the objects in their bags and place them in the order from shortest to longest.
8. Visit the children to see how they are comparing the three objects.
9. Ask: How do you know which one is longer or shorter? What did you do to find out? When would you use non-standard  measurements?
10. Repeat the activity with other objects.

1. How can we compare the length of of two objects?
2. How do you know which one is longer or shorter?
3. What did you do to find out?
4. When would you use non-standard measurement?

Fri

Order three objects by length to determine which is longest or shortest.

What unit of measurement did you use to determine which was the longest or shortest?

1. Discuss how to measure length.
2. Ask: How can we compare the length of of two objects?
3. distribute Activity P. F3
4. Direct children’s attention to the boy in the first exercise.
5. Point out that that he has marked an x on the longest board and is circling the shortest.
6. Give the children string and snap cubes to compare length and to check the order.
7. Have the children trace the circle and the x.
8. Help the children complete the other exercises.
9. Ask: Which one is the shortest? Which one is the longest? What unit of measurement did you use to determine which was the longest or shortest?

1. Which one is the shortest?
2. Which one is the longest?
3. What unit of measurement did you use to determine which was the longest or shortest?

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. shortest                                6. unit

2. longest                                  7.

3. measurement                      8.

4. non-standard                       9.

5.                                              10.

Use of Technology:

   __+__ Smartboard

   ___+_ Student Response System