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.RSIT.1

PK.CC.1

PK.CC.2

PK.OA.1

The children will explore classroom objects using their sense of touch, categorize if the objects are soft or hard, and graph on a chart.

“Looking at the chart, did we find more hard objects or soft objects?”

1. The teacher will create a T-Chart with a column for “soft objects” and a column for “hard objects” for students to graph how many.
2. Have the children find objects that is either hard to touch or soft and place it in a large bin..
3. Have the children chart using Post-it squares whether the objects are soft or hard.
4. The teacher will write the the child’s name on the Post-it.
5. Have the children place Post-it on the chart.
6. Have the children count soft objects and hard objects.
7. Review results with the students.
8. Write numerals that represents the quantity.

1. How many soft objects did you add? How many hard objects did you add?
2. How many objects do you have in all?
3. Do you have more soft object or more hard objects?
4. How can you tell?

Tues

PK.RSIT.1

PK.CC.1

PK.CC.4 PK.OA.1

PK.DA.4

PK.RI.1

The children will:

•  Explore objects using their sense of touch
• count number of objects.
• Identify groups of 1-3 

How many items do we have on the tray? 

1. Review numbers 1-3.
2. Invite the children to play a math game using their sense of touch.
3. What sense organ we use to touch (skin on our hands, feet, legs, or cheeks).
4. Have the a child find a soft object and place it in a tray.
5. Have another child and find two hard objects and place it in the tray.
6. The teacher will graph the results.
7. Pair children.
8. Have a child find a soft object and the other find two hard objects.
9. Have the children count and identify and place the corresponding number.
10. Have the children prompt to take away one soft object.
11. Ask: How many objects we have left?
12. have the students add one hard object.
13. Ask: How any object do they have know?

1. What soft object did you add? How many hard object did you find?
2. Do they go under under the column for hard of soft?
3. How many soft and how many hard?

Wed

PK.RSIT.1

PK.CC.4

PK.OA.1

PK.DA.1

PK.MD.1

PK.RI.1

The children will:

•  Explore objects using their sense of touch
• count number of objects.
• Identify groups of 1-4 

How many do you have all together?

1. Review numbers 1-4.
2. Invite the children to play a math game using their sense of touch.
3. What sense organ we use to touch (skin on our hands, feet, legs, or cheeks).
4. Have the a child find two soft object and place it in a tray.
5. Have another child and find two hard objects and place it in the tray.
6. The teacher will graph the results.
7. Pair children.
8. Have the children find two soft object and the other find two hard objects.
9. Have the children count and identify and place the corresponding number (4)
10. Have the children prompt to take away one soft object.
11. Ask: How many objects we have left?
12. have the students add one hard object.
13. Ask: How any object do they have know? 
14. The teacher will help the children explore other ways to combine/separate objects.

1. How many do we have soft objects did you add?
2. How many hard objects did you add?
3. How may do you have all together?
4. How many more do you need to make four? (demonstrate)

Thurs

PK.RSIT.1

PK.CC.4

PK.OA.1

PK.RI.1

PK.DA.1

 Identify and write 3 and 4.

What kind of lines do use to write the numbers 3 and 4? 

1. Distribute to each child counters, small black board, and chalk.
2. Have each child count three counters. (3)
3. the teacher will model writing the number 3.
4. Have the children practice writing the number 3 on their small black boards.
5. Have the children add one more counter.
6. Have the children count the counters. (4) 
7. The teacher will model writing the number 4.
8. Have the children answer the following questions:  How many do you have all together? What lines do we use to write the numbers 3 and 4? Where would you use what you learned?What senses help us count and tell how many in a group?

1.  How many do you have all together?
2. What lines do we use to write the numbers 3 and 4?
3.  Where would you use what you learned?
4. What senses help us count and tell how many in a group?

Fri

PK.RSIT.1

PK.CC.4

PK.OA.1

PK.RI.1

PK.DA.1

 Identify groups of 3 and 4.

How many objects are in the group?

1. Have the children identify the numbers 3 and 4.
2. Distribute counters to each child.
3. Have the children make groups of 3.
4. Have the children add one more counter to make groups of 4.
5. Distribute Activity pages 85 and 86.
6. Have the children circle groups of objects of 3 and 4.
7. Have the children answer the following questions: What number is this? How do you know? What senses helped you tell it is that number?

1. What number is this?
2. How do you know?
3. What senses helped tell it is that number?

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. more                               6.take away

2.  less                              7.

3.  all together                              8.

4.  number                              9.

5.   combine                            10.

Use of Technology:

   ____ Smartboard

   ____ Student Response System