| 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.OA.1 PK.CC.4 SL.PK.3 RL.PK.5 | The children will be able to identify the plus sign and use it to show addition. | Can you identify the different part in the addition? | - Review the numbers 0-10
- Have the children form the plus sign using straws.
- Have the children recall the story details of the story of “The Wide-Mouth Frog.”
- Present a story problem, such as the frog ate two insects for lunch. Then he ate three more for dinner. How many did he eat altogether?
- The teacher will model the addition expression.
- Have the children complete the addition problem.
- Have the group tell how many insects the frog ate altogether.
- Use other addition facts with sums up to 5 to present different story.
| - How many insects the frog ate in all? How many after?
- How would you solve the addition problem?
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Tues | PK.OA.1 PK.CC.4 SL.PK.3 RL.PK.5 | The children will be able to identify the plus sign and use it to show addition. | How would you solve the addition problem? | - Read the the story of “In the Small, Small Pond.”
- Present a story problem,The little boy found some three insects in the pond in the morning. Then he found two more in the afternoon. How many insects did the little boy found altogether?
- Have the children count the insects to solve the problem.
- Explain that the plus sign shows you add the two numbers together.
- Present another story problem.
- Have the children solve the problem.
- Ask the groups the following questions: How many objects do they have in each group? How would you solve the addition problem? How many do they have in all? Did they create a smaller group or a larger group?
- Repeat, changing the story problem to reflect other addition facts with sums of 5.
| - How many insects do they have in each group?
- How would you solve the addition problem?
- How many do they have in all?
- Did they create a smaller group or a larger group?
|
Wed | PK.OA.1 PK.CC.4 SL.PK.3 RL.PK.5 | The children will be able to identify the plus sign and use it to show addition. | How would you solve the addition problem? | - Help the children recall the story of “The Wide-Mouth Frog.”
- Present a story problem, such as the frog ate four insects on Monday? Then he ate three on Tuesday.
- Ask: Where does the plus sign go? What do you do when we see a plus sign? How can we find the number in all?
- Have the children count the insects to solve the problem.
- Use different addition facts with the sum of 5 to represent different story problem.
- Explain that the plus sign shows you add the two numbers together
- Distribute a wide-frog.
- Have the children do their own story and solve the addition problem.
- Ask the groups the following questions: How many insects do you have in each group? How would you solve the addition problem? How many do they have in all? Did they create a smaller group or a larger group?
| - How many insects do you have in each group?
- How would you solve the addition problem?
- How many do they have in all?
- Did they create a smaller group or a larger group?
|
Thurs | PK.OA.1 PK.CC.4 SL.PK.3 RL.PK.5 | The children will be able to identify the plus sign and use it to show addition. | Did they create a smaller group or a larger group? | - Review the numbers 0-10
- Have the children form the plus sign using straws.
- Have the children recall the story details of the story of “Five Little Ducks.”
- Present a story problem, such as one duck went to swim one day. Then three more decided to go for a swim too. How many went swimming altogether?
- The teacher will model the addition expression.
- Have the children complete the addition problem.
- Have the group tell how many ducks swam that day in the pond altogether.
- Use other addition facts with sums up to 5 to present different story.
- Ask:How many ducks are in each group? How would you solve the addition problem? How many do they have in all? Did they create a smaller group or a larger group?
| - How many ducks are in each group?
- How would you solve the addition problem?
- How many do they have in all?
- Did they create a smaller group or a larger group?
|
Fri | PK.OA.1 PK.CC.4 SL.PK.3 RL.PK.5 | The children will be able to identify the plus sign and use it to show addition. | How many frogs are in each group? | - Review the numbers 0-10
- Have the children form the plus sign using straws.
- Have the children recall the story details of the story of “Five Speckled Frogs.”
- Present a story problem, such as two frog went to swim one day. Then three more decided to go for a swim too. How many went swimming altogether?
- The teacher will model the addition expression.
- Have the children complete the addition problem.
- Have the group tell how many frogs swam that day in the pond altogether.
- Use other addition facts with sums up to 5 to present different story.
- Ask: How many frogs are in each group? How would you solve the addition problem? How many do they have in all? Did they create a smaller group or a larger group?
| - How many frogs are in each group?
- How would you solve the addition problem?
- How many do they have in all?
- Did they create a smaller group or a larger group?
|
| | 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. altogether 6. 2. plus sign 7. 3. add 8. 4. groups 9. 5. 10. | Use of Technology:
__+__ Smartboard
__+__ Student Response System
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