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Math: 3/5/12 - 3/9/12
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                                                                            WEEKLY LESSON PLAN                                 

 

Teacher’s Name Mrs. Leticia Fundora                                  Week of 3/5/12 - 3/9/12         

 

Subject  Math                                           Unit  Real Graph                                                                          Grade/Class Pre-K1

 

ESSENTIAL

LEARNINGS

OUTCOMES

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?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 

 

 

Page 51

 Construct a real graph to solve a problem.

 The children will create a graph to determine what shall we serve in our Easter party.

  1.  Present a relevant problem that involves two choices. What shall we serve in our Easter party. What food__pizza or nuggets should__ we serve?
  2. Think aloud the different ways we can solve the problem. Explain that one way is to use a real graph to see what the children prefer.
  3. Ask the children to decide what they want to be serve in their Easter party and place it in the graph in the appropriate row type.
  4. Ask the children whether the rows have about the same number of pizza or nuggets or whether one row has more than the others.
  5. Have the children interpret the graph to decide which kind of food should the teacher serve.
  1. What would you like to eat in your Easter party pizza or nuggets?
  2. How can we do to solve the problem?
  3. Can you predict what we will serve?

Tues

 

 

 

Page 51

  Construct a real graph to solve a problem.

 The children will create a real  graph to determine what tool to use in their classwork.

  1.   Present a relevant problem that involves two choices. What shall we use to write our work. We use crayons or pencils.
  2. Think aloud the different ways we can solve the problem. Explain that one way is to use a real graph to see what the children prefer.
  3. Ask the children to decide what they want to use and place it in the graph in the appropriate row type.
  4. Ask the children whether the rows have about the same number of crayons or pencils or whether one row has more than the others.
  5. Have the children interpret the graph to decide what they will use to do their work.
  1. Can say what tool you will like to use in the classroom? ( pencil or crayon)
  2. Can you tell which row has the most and which one has the fewest?
  3. What does the graph tells us?

Wed

 

 

 

Page 51

   Construct a real graph to solve a problem.

 The children will decide which row in a real graph has more or fewest cubes.

  1.  Distribute Teaching Tool 3 (Graph)
  2. Divide the children into groups of two.
  3. Give each pair three different colors of cubes and up to five cubes of each colors.
  4. Have the children sort the cubes into three groups by color and place the cubes in the graph.
  5. Circulate among the pairs, asking the children to compare two columns of cubes at a time to determine which has more.
  6. After children have compared columns 1 and 2, and 2 and 3, and 3 and 1, ask to decide which color has the most and which has the fewest cubes.
  1. What kind of graph are we using?
  2. How does a graph helps us solve problem?
  3. Which column has the most and which one has the fewest?

Thurs

 

 

 

Page 51

   Construct a real graph to solve a problem.

 The children will decide which pasta they like the most.

  1.   Present a relevant problem that involves two choices. The lunch ladies would like to know what is the children’s favorite pasta ?
  2. Think aloud the different ways we can solve the problem. Explain that one way is to use a real graph to see what the children prefer.
  3. Ask the children to decide what they want to be served and place it in the graph in the appropriate row type.
  4. Ask the children whether the rows have about the same number of pasta  or whether one row has more than the others.
  5. Have the children interpret the graph to decide which kind of pasta should the lunch ladies  serve.
  1. What kind of pasta do you like?
  2. What kind of graph should we use?
  3. How would you compare and contrast the columns?

Fri

 

 

 

Page 51

    Construct a real graph to solve a problem.

 The children will interpret a graph to determine which objects slow or fast.

  1.  Make a list of things that moves fast or slow.
  2. Discuss a way we can find out how many move fast and how many move slow. (Graph)
  3. Make a graph on the floor.
  4. Have the children name the objects on the list and talk how the objects move. Encourage the children to to give reasons to explain their responses.
  5.  Have the children place the object on the fast row or the slow row.
  6. Ask the children whether the rows have about the same number or whether one row has more than the other.
  7. Have the children interpret the graph to decide which row has the most and least objects that move slow or fast.
  1. Can you name the objects on the table?
  2. How do the objects move?
  3. Can you predict which column will have the most and which one will have the fewest?

 

 

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

 

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

____ Smartboard

____ Student Response System