| 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.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Represent 1 and 2 objects with numbers names and write numerals. | How can we get 2 of that item? | - Discuss with children the idea that people write to share information.
- Ask: What things can you write? What have you seen other write? When would you write numbers?
- Listen to story problem and write 1 and 2.
- Have the children count the cubes that are shown for the number 1.
- What does the this cube represent from our problem? the number of notebooks Jody’s grandmother wants to buy.
- Point out other objects we could have use to represent the number one, not just a connecting cube.
- What is a different object we could have used to represent the number 1.
- Share and show.
- Distribute activity p. Share and Show.
- Have the children point to exercise 1.
- Have the children tell how many cubes are shown and say the number.
- Have the children trace the number.
- Repeat with number 2.
- Exercises 3 and 4.
- Have the children count how many and write the number.
- Have the children name body parts and tell how many.
- Ask: How many legs do you have? What are some things you have more than 2? How can we get 2 of that item?
| - How many legs do you have?
- What are some things you have more than 2?
- How can we get 2 of that item?
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Tues | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Represent 1 and 2 objects with number name and write numeral. | How can we get 2 of the same item? | - Discuss with children the idea that people write to share information.
- Ask: What things can you write? What have you seen other write? When would you write numbers?
- Have the children identify numbers 0-5 and their names.
- Ask: What word do we say when you start counting something? When do you stop counting? How do we know what number to write?
- Distribute activity page.
- Have the children mark on each picture as they count it.
- Have the children write the number for problems 5-10.
- Ask:The teacher will name familiar things and have the children tell how many there are. Examples: nose-1, legs-4, eyes-2.
- Ask: How many legs does a dog have? What are somethings you have more than 2 of? How do you know? How can we get 2 of that item? When counting objects, if the last number you say is two, how many objects are in the set or group?
| - How many legs does a dog have?
- What are somethings you have more than 2 of?
- How do you know?
- How can we get 2 of that item?
- When counting objects, if the last number you say is two, how many objects are in the set or group?
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Wed | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Model and count 1 and 2 with objects. | How many counters do you use to show one or 2 crayon? | - Have the children tell of an animal that has 1 nose and two eyes.
- The teacher will read a story problem.
- Tell the children they will use counters to solve the story problem.
- Distribute Activity page, three counters, and crayons.
- Guide the children to look at the page.
- Have the children match one counter with one of the crayons by placing one counter on top of the purple crayon at the top of the the page.
- Ask: How many counters do you use to show one purple crayon? How many counters did you use in the five frame? How does using counters help you count pictures?
- Have the children change it to the five frame.
- Have the children color in the box.
- Repeat with the following problem.
| - How many counters do you use to show one or 2 crayon?
- How many counters did you use in the five frame?
- How does using counters help you count pictures
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Thurs |
| Mass @ 9:00 | Mass @ 9:00 | Mass @ 9:00 | Mass @ 9:00 |
Fri | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Model and count 1 and 2 with objects. | How many counters did you match? | - Have the children tell of an animal that has 1 nose and two eyes.
- The teacher will read a story problem.
- Tell the children they will use counters to solve the story problem.
- Distribute Activity page, three counters, and crayons.
- Have the children place their finger on the apple with the number 1.
- Have the children match counters to the numbers of object.
- Ask: How many counters did you match? What number would you write? (Trace the number)
- Know move the counters to the five frame.
- Ask: How many boxes would you color?
- Repeat activity with the second problem.
| - How many counters did you match?
- What number would you write? (Trace the number)
- How many boxes would you color?
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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. 1-one 6. 2. 2-two 7. 3. match 8. 4. numbers 9. 5. 10. | Use of Technology:
__*__ Smartboard
__*__ Student Response System
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