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Math: 1/26/15 to 1/30/15
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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 _1/26/15 to 1/30/15___________                            

Unit 3 Week 1                                                                        Unit Title Exploring Addition                         Essential Question How many altogether?                         

 

 

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.2

PK.CC.4RI.PK.1

Identify a whole number as a combination.

How many do you have in the whole group? 

  1. The teacher will draw flowers in pink and orange.
  2. Ask the children to count the flowers and describe the parts of the whole.
  3. Point out the whole group of six can be made of different parts.
  4. Distribute flowers in two different colors.
  5. Have volunteers use the same two colors to show other ways to make 6.
  6. Have the children show parts of 4 and 5.
  1. How many are in the whole group? What part is pink ?
  2. What partis orange?
  3. How many do you have in the  whole group?

Tues

 

 

 

RL.PK.1

PK.OA.1

PK.CC.4

 Solve joining problems by combining two groups to make a larger group.

What is the smallest part that makes up 6?

  1. The teacher will display number cards 0-6 on the board.
  2. Ask the children to choose a number.
  3. Have the children color flower, making some in one color and the rest in the other color.
  4. Have the children tape their arrangement under the appropriate number card in the wall display.
  5. Ask the children to describe the different parts of each number.
  6. Ask the following questions: How many do you have in the whole group? How many of the _______ color and how many of the ________ color? How can you tell you have _____ in whole group? 
  1. What part of the group is red?
  2. What part of the group is yellow?
  3. What smaller parts  makes up 6?
  4. How can you tell the whole group shows 6?

Wed

 

 

 

PK.OA.1

PK.CC.2

PK.CC.4RI.PK.1

Identify a whole number as a combination.

How many do you have in the whole group? 

  1. Review joining in with the children.
  2. Review the story of  “The Mitten.”
  3. Have the children recall the main events and characters in the story.
  4. Present a story problem related to the story.The mouse went in the mitten. Then the hare and fox went inside too. How many animals went inside the mitten?
  5. Pair the children into groups two.
  6. Distribute mittens and five woodland animals to each group of children.
  7. Have them solve the story problem.
  8. Have the children explain how they solved the problem.
  9. Ask: How many animals dropped in first? (2) How many animals dropped in then? (3) How many dropped in altogether?
  1. How many do you have in the whole group?
  2. How many of the _______ color and how many of the ________ color?
  3. How can you tell you have _______ in the whole group?

Thurs

 

 

 

PK.OA.1

PK.CC.2

PK.CC.4RI.PK.1

Identify a whole number as a combination.

How many did he ate altogether?

  1. Review joining in with the children.
  2. Review the story of  “If You Give a Mouse a Cookie.”
  3. Have the children recall the main events and characters in the story.
  4. Present a story problem related to the story.The mouse ate 3 cookies on Monday. Then he ate 2 on Tuesday. How many cookies did mouse eat altogether?
  5. Pair the children into groups two.
  6. Distribute mittens and five cookies to each group of children.
  7. Have them solve the story problem.
  8. Have the children explain how they solved the problem.
  9. Ask: How many cookies did the mouse eat on Monday? (3) How many did he eat on Tuesday? (2) How many did h eat  altogether?
  1. How many cookies did the mouse eat on Monday? (3)
  2. How many did he eat on Tuesday? (2)
  3. How many did he eat altogether?

Fri

 

 

 

PK.OA.1

PK.CC.2

PK.CC.4RI.PK.1

Identify a whole number as a combination.

How many did he eat altogether? (5)

  1. Review joining in with the children.
  2. Present a story problem related to the story. The raccoon ate 4 strawberries on Monday. Then he ate 1 on Tuesday. How many strawberries did the raccoon ate altogether?
  3. Pair the children into groups two.
  4. Distribute picnic baskets and five strawberries to each group of children.
  5. Have them solve the story problem.
  6. Have the children explain how they solved the problem.
  7. Ask: How many strawberries did the raccoon  eat on Monday? (3) How many did he eat  on Tuesday? (2) How many did he eat altogether? (5)
  1. How many strawberries did the raccoon  eat on Monday? (4)
  2. How many did he eat  on Tuesday? (1)
  3. How many did he eat altogether? (5)

 

 

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. joining                                      7.

3. groups                                      8.

4.                                                    9.

5.                                                  10.

Use of Technology:

   ____ Smartboard

   ___*_ Student Response System