| 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? | - The teacher will draw flowers in pink and orange.
- Ask the children to count the flowers and describe the parts of the whole.
- Point out the whole group of six can be made of different parts.
- Distribute flowers in two different colors.
- Have volunteers use the same two colors to show other ways to make 6.
- Have the children show parts of 4 and 5.
| - How many are in the whole group? What part is pink ?
- What partis orange?
- 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? | - The teacher will display number cards 0-6 on the board.
- Ask the children to choose a number.
- Have the children color flower, making some in one color and the rest in the other color.
- Have the children tape their arrangement under the appropriate number card in the wall display.
- Ask the children to describe the different parts of each number.
- 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?
| - What part of the group is red?
- What part of the group is yellow?
- What smaller parts makes up 6?
- 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? | - Review joining in with the children.
- Review the story of “The Mitten.”
- Have the children recall the main events and characters in the story.
- 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?
- Pair the children into groups two.
- Distribute mittens and five woodland animals to each group of children.
- Have them solve the story problem.
- Have the children explain how they solved the problem.
- Ask: How many animals dropped in first? (2) How many animals dropped in then? (3) How many dropped in altogether?
| - 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 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? | - Review joining in with the children.
- Review the story of “If You Give a Mouse a Cookie.”
- Have the children recall the main events and characters in the story.
- 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?
- Pair the children into groups two.
- Distribute mittens and five cookies to each group of children.
- Have them solve the story problem.
- Have the children explain how they solved the problem.
- 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?
| - How many cookies did the mouse eat on Monday? (3)
- How many did he eat on Tuesday? (2)
- 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) | - Review joining in with the children.
- 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?
- Pair the children into groups two.
- Distribute picnic baskets and five strawberries to each group of children.
- Have them solve the story problem.
- Have the children explain how they solved the problem.
- 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)
| - How many strawberries did the raccoon eat on Monday? (4)
- How many did he eat on Tuesday? (1)
- 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
|