Name: Kindergarten Date: January 18-22 2016 Monday Tuesday Wednesday Thursday Friday Standard H O L I D A Y I N S E R V I C E Module 3 Lesson 24 KCC6, KCC7 Module 3 Topic F Assessment KCC6, KCC7 Module 3 Lesson KCC6, KCC7 Essential Question/ Key Question Can you identify and make a set that has 1 less? Assessment Can you match and count to compare a number of objects and state which quantity is more? Activating Strategy: Lesson Opener Fluency Practice *Show Me 1 Less- KCC4c *Roll and Say 1 Less- KCC4c *Finish My Sentence (1 Less)- KCC4c Fluency Practice No Fluency Practice Fluency Practice *Beat Your Score! K.CC.4b
Teaching Strategies: Include sufficient detail for parents and administration to understand what will be happening in your class. Application Problem: Concept Development: Students will complete the Problem Set. Application Problem: Concept Development: Students will complete the Problem Set. Application Problem: Draw 9 birds. Each of them wants a worm for lunch today except for one. Draw just enough worms so that each bird that wants one can have one. How many birds did you draw. Concept Development: Play the Match My Set game from yesterday. Today they will draw 1 fewer. Students will complete the Problem Set. Application Problem: No application problem Concept Development: The Module Topic F test will be used to gather data. We will use this data to assess which students need reteaching or enrichment for ILT time in the afternoons Application Problem: This Application Problem introduces the comparing of sets of objects in linear configurations, serving as an anticipatory set for the lesson. Put your pennies in a row. Now, put one linking cube on top of each penny. Are there enough cubes to cover each penny? Talk to your friend about which has more, the set of cubes or the set of pennies Concept Development: We’ve been talking lately about sets that have more than and less than. Today, we are going to talk about ways to organize our groups of shapes so that it is easier to tell which has more. Which has more, the circles or triangles? How did you know so fast? Guide the discussion so that students remember how they worked with the coins and cubes in previous lessons. Repeat activity several times, using various combinations of shapes. Model the linear configuration and one-to-one correspondence each time. Have the students work with their own drawings, representing the shapes as soon as they are ready. They should be able to line things up and match them independently.
Summarizing Strategies: Closing Activity Student Debrief: Student Debrief: Student Debrief: Check work completed in Problem Set with a partner. Go over answers with whole class and teacher will use guided questions to check for understanding. Student Debrief: No student debrief. Student Debrief: Check work completed in Problem Set with a partner. Go over answers with whole class and teacher will use guided questions to check for understanding. Differentiation Strategies Math Focus Groups Math Focus Groups Math Focus Groups Assessment Type/ Evaluation and Assessment Uses There is no Exit Ticket for today’s lesson. Teacher will observe to assess students’ understanding of the concepts presented in today’s lesson. The Module Topic E test will be used to gather data. We will use this data to assess which students need reteaching or enrichment for ILT time in the afternoon. There is no Exit Ticket for today’s lesson. Teacher will observe to assess students’ understanding of the concepts presented in today’s lesson. Materials Needed SMARTBoard Lesson 24 10 sided die Bag of 20 linking cubes Bag of 20 pennies Module 3, Topic F Assessment SMARTBoard Lesson 25 Bag of 10 pennies, bag of 8 linking cubes