| 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 |
| School Closed | School Closed | School Closed | School Closed |
Tues | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Identify number 9 and 10 and groups of 9 and 10. | How many counters do you need in order to make a group of 9? | - Have the children sing “The Number Song.”
- Have the children identify and read numbers 0-10.
- Ask: What numbers is this?
- Distribute to each child a math mat and a number 9 and 10.
- The teacher will tell a math story then the children will solve the solve the problem.
- Have the children find number 9.
- Have the children put 9 beads and count them.
- Have the children add one more on the mat to make a group of 10.
- Have the children count the beads and tell how many they have.
- Ask: Which has more 9 or 10?
- The teacher will tell a stories.
- Have the children solve math story problem.
- Ask: How many do you have in all? How do you know? (Demonstrate by counting)
| - What number is on your math mat?
- How many counters do you need in order to make a group of 9?
- Can you demonstrate by placing the counters on the mat?
- Which group is more 8 or 9?
|
Wed | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Identify number 9 and groups of 10. | Which group has more beads? | - Have the children sing “The Number Song.”
- Have the children identify and read numbers 0-10.
- Have the children do 10 jumping Jacks.
- Distribute to each child a math mat and jellybeans.
- The teacher will tell a math story then the children will solve the solve the problem.
- Have the children find number 9.
- Have the children put 9 jellybeans and count them.
- Have the children add one more jellybean to make a group of 10.
- Ask: How many jellybeans did you use to make a group of 10? How did you counted the jellybeans? (Demonstrate) Do you have 10 in your group?
- Have the children count and tell how many jellybeans they have in the group. (10)
| - How many jellybeans did you use to make a group of 10?
- How did you counted the jellybeans? (Demonstrate)
- Do you have 10 in your group?
|
Thurs | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Identify number 9 and groups of 10. | How many counters do you use in order to make a group of 10? | - Have the children sing “The Number Song.”
- Have the children identify and read numbers 0-10.
- Distribute to each child a mat and animal counters.
- The teacher will tell a math story then the children will solve the solve the problem.
- Have the children find number 9.
- Have the children put 9 animals on the mat and count them.
- Have the children add one more animal on the mat to make a group of 10.
- Ask: Which group has more 9 or 10?
- Have the children count and tell how many animals they have in the group. (10)
| - What number is on your math mat?
- How many counters do you use in order to make a group of 10?
- Can you demonstrate by placing the counters on the mat?
- Which group is more 9 or 10? (Demonstrate by counting)
|
Fri | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 W.PK.11 | Write the number 10. | How do we write 10? (Demonstrate) | - Have the children sing “The Number Song.”
- Have the children place in order numbers 0-10.
- Have the children identify and read numbers 0-10.
- Display a bags with the number 9 and 10.
- Distribute dotted cards with 9 or 10 dot.
- Have the children count the dots and place them in the correspondent number bag.
- The teacher will demonstrate how to trace and glue string to create numbers 9 and 10.
- Have the children create numbers 9 and 10 using glue, string and construction paper.
| - What number is this? (9) and (10)
- Which group has more?
- How do we write 10?
|
| | 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: - group 6.
- nine - 9 7.
- ten -10 8.
- more 9.
- one 10.
| Use of Technology:
__+__ Smartboard
__+__ Student Response System
|