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

34

Children will identify groups of 1 and 2 objects.

Children will read the numbers 1 and 2.

 - Children will identify groups of objects and read the numbers on number cards.

-  Children will complete an assessment sheet on groups of 1 and 2.  

 -  Children will use displayed objects to show a group with the same number.

-  Children will use counters to identify groups of 1 and 2.

-  Children will use number cards to read and identify groups of 1 and 2.

-  Which number cards show number 1 and 2?

-  How can you show groups of 1 and 2 with your counters?

- What should you do to make a group of 2 counters if you only have 1 counter?

Tues

Page 

34

Children will write the numbers 1 and 2.

Children will draw groups of 1 and 2.

- Children will draw groups of 1 and 2 objects on the smartboard and write the number next to the correct groups.

-  Children will complete an assessment sheet on writing numbers 1 and 2.

-  Children will finger trace the number on a number card.

-  Children will use their index finger to trace the number 1 and 2 on playdough.

-  Children will draw groups of 1 or 2 shapes to illustrate the numbers on the smartboard. 

- Write and list numbers 1 and 2 in order.

- What other ways can you make groups of 1 and 2?

- Which two ways can show the numbers 1 and 2?

Wed

Page

34

Children will identify groups of 3 objects.

Children will read and write the number 3.  

 -  Children will identify groups of 2 and 3 objects and tell how many in each group and write the number.

-  Children will complete an assessment sheet on identifying, reading and writing number 3.

- Children will work with a partner using 2 and 3 shapes; they will match them one-to-one in order to see that a group of 3 is 1 more than a group of 2 and a group of 2 is 1 fewer than a group of 3.  

- Children will finger trace the number 3 on a number card and proceed to writing it on blank paper.

-  Write and list numbers 1-3 in order.

-  How would you draw groups of 3?

-  How can you make a group of 3 objects if you only have 2 objects?

Thurs

Page

34

Children will identify and draw groups of 4 objects.

Children will read and writ the number 4.

 -  Children will use counters to identify groups of 3 and 4 and write the numbers.

-  Children will complete an assessment sheet on identifying groups of 4, reading and writing 4.

-  Children will work with a partner using 3 green triangles and 4 red trapezoids; they will pretend each is a hat and match one to one to elicit that 1 more is needed to have 4.

- Children will finger trace 4 and use popsicle sticks to make 4.

-  List and write numbers 1 - 4 in order.

-  Change a group of 2 counters to a group of 4 counters.

-  Which two ways can you make 4?

Fri

Page

34

 Children will recognize the sequence of numbers 1-4.

 -  Children will use number cards for 1-4 in random order and put them in the correct sequence.

-  Children will complean assessment sheet on sequence order of numbers 1-4.

- Children will use a 4 by 4 grid to identiy sequence order.

-  Children will identify numbers 1-4 on a number line.

- Children will write the numbers on blank paper in order and draw groups of objects next to the number.

-  Show how to put number cards in sequence order.

-  How would you write numbers 1-4 on a number line?

-  Build towers of connecting cubes to show the sequence order of numbers 1-4 using your number cards.

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Use of Technology:

__*__ Smartboard

____ Student Response System