| 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 SL.PK.1 | Identify the minus sign, what it means, and how to use it in subtraction. | Where does the a minus sign go? | - Review numbers 0-10
- Have the children act out a story problems: There were six sheep behind a fence. Two sheep went under the fence. Have two sheep go under the fence. Ask how many sheep are still behind the fence.
- Ask children to name the number from the story, then write 6-2 on the board.
- Explain that the minus sign comes between the two numbers to show that you subtract the second number from the first number.
- AsK: Where does the a minus sign go? What does the minus sign tells you? How can you find the number that is left?
- Have the children read subtraction expression aloud, then point at the sheep and count how many are left.
- Repeat activity, changing the problem to reflect other facts subtracting 6 or less.
- Have volunteers write the expression on the board.
| - Where does the a minus sign go?
- What does the minus sign tells you?
- How can you find the number that is left?
|
Tues | PK.OA.1 PK.CC.4 SL.PK.3 SL.PK.1 | Identify the minus sign, what it means, and how to use it in subtraction. | What does the minus sign tells you? | - Distribute Teaching Tool 10-B and six counters.
- Have the children place six counters in the egg carton at the top of the Teaching Tool 10-B.
- Ask the children to find the number card that showing how many counters were used and place the card in the first square at the bottom of the page.
- Ask: Where does the a minus sign go? What does the minus sign tells you? How can you find the number that is left?
- Have the children move two counters from the egg carton in the basket. Ask the children to find the number card showing how many counters were moved and place the card in the second square at the bottom of the page .
- Have the children read the subtraction expression aloud and then count how many counters are left in the egg carton.
- Repeat activity, change the problem to reflect other facts subtracting 6 or less.
| - Where does the a minus sign go?
- What does the minus sign tells you?
- How can you find the number that is left?
|
Wed | PK.OA.1 PK.CC.4 SL.PK.3 SL.PK.1 | Identify the minus sign, what it means, and how to use it in subtraction. | How would you explain the subtraction expression? | - Distribute sentence strip and six counters.
- Have the children place six counters in the in the sentence strip.
- Tell the children a subtraction story.
- Have the children act out the story problem.
- Ask the children to find the number card that showing how many counters were used and place the card at the in the first square at bottom of the sentence strip.
- Have the children move two counters from the sentence strip. Ask the children to find the number card showing how many counters were moved and place the card in the second square at the bottom of the page .
- Have the children read the subtraction expression aloud and then count how many pigs are left in the sty.
- Ask: Can you record how many pigs were in the sty? How many left? How would you explain the subtraction expression?
- Repeat activity, change the problem to reflect other facts subtracting 6 or less.
| - Can you record how many pigs were in the sty?
- Can you show how many left?
- How would you explain the subtraction expression?
|
Thurs | PK.OA.1 PK.CC.4 SL.PK.3 SL.PK.1 | Identify the minus sign, what it means, and how to use it in subtraction. | How would you explain the subtraction expression? | - Have the children act out a story problem. Two little piglets were sitting in a sty. One went away to eat pie. The other ran off to chase a fly. Ask: How many piglets are sitting in the sty?
- Distribute activity p. J 5.
- Have the children put a finger on the triangle.
- Ask how many horses there are in all and have the children trace the number 3. Then ask how many horses are leaving and have the children trace the number 1.
- Ask volunteers to tell how many horses are left at the trough. (2)
- Complete each exercises on this page in the same way.
| - Can you record how many pigs were in the sty?
- Can you show how many left?
- How would you explain the subtraction expression?
|
Fri | PK.OA.1 PK.CC.4 SL.PK.3 SL.PK.1 | Identify the minus sign, what it means, and how to use it in subtraction. | How would you explain the subtraction expression?
| - The teacher will make a necklace with 6 beads, then will take 2 beads. Ask: How many beads are left?
- Distribute activity p. J6.
- Have the children put a finger in the triangle.
- Ask how many sheep are in all and have the children trace the number 4. Then ask how many sheep are leaving and have the children trace the number 1.
- Ask volunteer to tell how many sheep are left. (1)
- Complete exercises on this page the same way.
| - How many beads the necklace has?
- How many were left?
- When would you use subtraction on your daily activities?
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| | 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. minus 6. 2. subtraction 7. 3. act out 8. 4. are left 9. 5. 10. | Use of Technology:
__+__ Smartboard
___+_ Student Response System
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