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 

NO SCHOOL 

NO SCHOOL  

 NO SCHOOL 

NO SCHOOL 

Tues

PK.RSIT.1

PK.CC.4

PK.OA.1

PK.RI.1

PK.DA.1

 Identify numbers 1-5

How many soft and how many hard objects are in the tray? 

1. Set three tables, each with different types of objects (soft, hard) and labeled 3, 4, or 5.
2. Have groups of children visit the tables and make groups of three, four or five soft or hard objects.
3. Distribute  6 objects to each child.
4. Have the children describe if they are soft or hard.
5. Have the children place 1 object the mat.
6. Then tell the children to place two more.
7. Ask the children how many are all together? (3)
8. Have the children identify the number 3.
9. Tell the children to add one more soft or hard object.
10. Ask: How many are there alltogether. (4)
11. Have the children add one more counter.
12. Ask: How many many do have all together? (5)
13. Ask:How many do we have soft objects did you add? How many hard objects did you add? How many do you have all together? How many more do you need to make four? (demonstrate)
14.  The teacher will ask: How do we make groups larger?
15. How can we use what we learn in our daily life?

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

Wed

 Art

Art 

Art 

Art

Thurs

PK.RSIT.1

PK.CC.4

PK.OA.1

PK.RI.1

PK.DA.1

Identify groups of 5 objects. 

Which group has 5 objects? 

1. Have the children identify the numbers 3 and 4.
2. Distribute counters to each child.
3. Have the children make groups of 4.
4. Have the children add one more counter to make groups of 5.
5. Distribute Activity page 91.
6. Have the children circle groups of objects of 5.
7. Have the children answer the following questions: What number is this? How do you know? What senses helped you tell  those numbers? 

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

Fri

PK.RSIT.1

PK.CC.4

PK.OA.1

PK.RI.1

PK.DA.1

Have the children practice writing numbers  

Haw many counters are in all? 

1. Have the children identify the numbers 1-5.
2. Give each child five counters to each child.
3. Have the children count 4 counter and tell how many all together.
4. Have the children tell what lines they need to use to make the numbers 4 and 5.
5. The teacher will model forming the number 4.
6. Have the children form the number 4 on their Small Black Board.
7. The teacher will help the children form number.
8. Have the children count 5 counter and tell how many all together.
9. The teacher will model forming the number 5.
10. Have the children form 5 in their Small Black Board.
11. Have the children compare a group of 4 and a group of 5.
12. Ask: Which group has more and which group has fewer?

1. What number is this_____?
2. What would you do to form a group of 5?
3. Which group has more?
4. How many more?

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. all  together                            6.

2.   more                              7.

3.   fewer                             8.

4.    combine                            9.

5.      all together                         10.

Use of Technology:

   ____ Smartboard

   ____ Student Response System