CHESAPEAKE PUBLIC SCHOOLS WEEKLY MATH COLLABORATION & LESSON PLAN

TEACHER:
Blanks/Bond/Evanosky/Leonard/Wilson/Carmen
GRADE LEVEL: Kindergarten
WEEK OF: 11/24/2014 11/28/2014

SCHOOL: G.A. Treakle Elementary

SUBJECT: Math
PACING GUIDE WEEK: 12 extended

THINGS TO CONSIDER FOR COLLABORATION

STANDARDS OF LEARNING: K.2
BIG IDEA(S):

Promoting an understanding of counting.

ESSENTIAL UNDERSTANDING(S): Read and write numerals from 0 through 15. Understand that the total number of objects can be found by
counting. Understand that the last counted number describes the total amount in the set. Understand that if the set is empty, it has 0 elements.
Understand that changing the spatial arrangement of a set of objects does not change the total amount of the set.
ESSENTIAL KNOWLEDGE & SKILL(S): Count orally the number of objects in a set containing 15 or fewer concrete objects, using one-to-one
correspondence, and identify the corresponding numeral. Identify written numerals from 0 through 15 represented in random order. Select the
numeral from a given set of numerals that corresponds to a set of 15 or fewer concrete objects. Write the numerals from 0 through 15. Write a
numeral that corresponds to a set of 15 or fewer concrete objects. Construct a set of objects that corresponds to a given numeral, including an
empty set.
ESSENTIAL ACADEMIC VOCABULARY:

Numeral/number; Count

COGNITIVE LEVELS
Remember - Recall previously learned Information = R
Understand - Demonstrating an understanding of the facts; explaining ideas or concepts = U
Apply - Using information in another familiar situation = AP
Analyze - Breaking information into parts to explore understandings and relationships = AZ
Evaluate - Justifying a decision or course of action = E
Create - Generating new ideas, products, or ways of viewing things = C
IT IS ESSENTIAL THAT YOUR CONTENT, INSTRUCTIONAL, AND ASSESSMENT ARE ALIGNED
MARZANOS HIGH YIELD INSTRUCTIONAL STRATEGIES
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
___
___
___
___
___
___
___
___
___

Identifying Similarities & Differences

Summarizing & Note Taking
Reinforcing Efforts & Providing Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Proving Feedback
Generating & Testing Hypothesis
Questions, Cues, & Advanced Organizers

45% Return
34% Return
29% Return
28% Return
27% Return
23% Return
23% Return
23% Return
22% Return

YOU WANT FOR YOUR STUDENTS?

Teach Others/Immediate Use of Learning 95%
Practice by Doing
75%
Discussion
50%
Demonstration
30%
Audio/Visual
20%
Reading
10%
Lecture
5%

Return
Return
Return
Return
Return
Return
Return

REVIEW OF PRE-ASSESSMENT INFORMATION: NA

HOW WILL YOU DIFFERENTIATE INSTRUCTION?: Different modalities; Small group instruction

LETS PLAN THE LESSON

WEEKLY
MONDAY
PLANNING
OBJECTIVE (S)

By the end of the

lesson you should
be able to
K.2: Read, write, and
select numerals 0-15
1. Manipulatives,
numeration games,
and Thanksgiving
counting worksheets
2. SmartBoard
3.Dinner at the Panda
Palace.
4. ABCya Number
Bingo

MATERIALS

PREVIOUS LESSON
REVIEW/PRETEST
PART A
ANTICIPATORY SET
Minutes
PART B

Part A/Part B
Read aloud about
counting, Dinner at
the Panda Palace

WEDNESDAY

By the end of the lesson you

should be able to
K.2: Read, write, and select
numerals 0-15

By the end of the lesson you

should be able to
K.2: Read, write, and select
numerals 0-15

1. Manipulatives, numeration
games, and Thanksgiving counting
worksheets
2. SmartBoard
2. ABCya Number Bingo
4. Enumeration from www.ixl.com

1. Thanksgiving Story Map

2. 4. Read Aloud about
counting title TBA

Part A/Part B
Problem of the day (8.1) Count
to 10. Did you say 11?
Why?

Part A/Part B
Read Aloud about counting
title Ten Black Dots by
Donald Crews

INPUT AND MODELING

PART A
15
Minutes
CHECK FOR
UNDERSTANDING
PART A
GUIDED PRACTICE
Differentiated Groups
20 Minutes

TUESDAY

TW discuss
enumeration,
concepts of print,
setting, and making
predications.
Part A
1. Demonstrate
how to count a set of
objects (i.e.,
www.abcya.com
Number Bingo).
Below Grade
Level - B
Blooms Level U,
AP
1. The teacher will

Student and teacher will evaluate

the problem together.

Part A
1. Demonstrate how to count a set
of objects (i.e., www.ixl.com).

Part A
1. Present your own story
map and model instruction.

Below Grade Level - B

Blooms Level U, AP
1. See Independent Practice

Below Grade Level - B

Blooms Level U, AP
1. See Independent Practice

THANKSGIVING

BREAK

randomly display a
number card 0-15.
Students will draw
dots/use manipulatives
to correspond with the
numerals shown.
2. Students will
practice writing
numbers 0-15 on the
10s frame.
On Grade Level O
Blooms Level U,
AP
1. See Independent
Practice
Above Grade
Level - A
Blooms Level U,
AP
1. See Independent
Practice

INDEPENDENT PRACTICE
10 Minutes

CLOSURE
Minutes

10

Blooms Level U,
AP
1. Complete counting
activities and review
previously taught skills
based on students
needs:
a. Thanksgiving Native
American roll and
color activity
b.. Number Bingo on
ABCya

Have the students

guess a # that you
are thinking of
between 0-20 by
giving them clues,

On Grade Level - O
Blooms Level U, AP
1. See Independent practice

Above Grade Level - A

Blooms Level U, AP
1.Students will use base 10 blocks to
count and trade in one blocks for 10
base blocks.
2. Students will play Number Splat with
numbers above 20.
3. Students will cover their dot mats and
discuss with a partner who has more /
or less and explain why.
4. Number Line Scoot see notes for
instruction.
Blooms Level U, AP

1. Complete counting activities and

review previously taught skills based
on students needs:
a. Thanksgiving Pilgram/ Indian
roll and color activity
b. Number Bingo on ABCya

Starburst Activity

On Grade Level - O
Blooms Level U, AP
1. See Independent Practice

Above Grade Level - A

Blooms Level U, AP
1. See Independent
Practice

Blooms Level U, AP
Students will design their own
Thanksgiving Story Map. Students
will apply knowledge of
enumeration by constructing
their own Thanksgving Story map.
Students will then have to
summarize their story with the
class and focus on the concepts
of enumeration within the story.

i.e My number is
more than 3 but
less than 12.
HOMEWORK

Blooms Level ___

NA
See Homework Packet

Blooms Level ___

NA
See Homework Packet

Blooms Level ___

NA
See Homework Packet

Blooms Level ___

NA

Blooms Level ___

NA

ASSESSMENT

Is your assessment written at the appropriate level of blooms? Yes.

NOTES
Cover the Dots students will take laminated dot mats and practice one to one correspondence counting and covering the dots with counter chips. Students will write the numeral of the dots, then
compare the mats with their classmates focusing on vocabulary fewer, less, more, greater and discussing why.
Number Splat Students will be given numbers and a fly swatter. Teacher will say a number and the students must swat the corresponding number. (friendly competition and builds speed)
Whats in your Piggy Bank Students will be given laminated piggy bank mats with number grids, pennies, and a number card. Students will put the amount of pennies into their bank that corresponds
with their number card.
Walk like a spider Students will be given laminated spider bodies, pipe cleaners, and a number card. Students will put the amount of legs on the spider that corresponds with their number card.
Starburst activity RED starburst ask the student what they learned. ORANGE starburst ask the student what was fun. YELLOW starburst give me 15 jumping jacks as you count aloud. PINK
starburst count backwards from 10
Thanksgiving worksheets students will roll a dice and color the corresponding number until all the numbers have been filled.
Number Line Scoot students will be given laminated number lines and will be asked to find the missing numeral and record the number in the appropriate place.
LOOKING AHEAD DEVELOPMENT OF PRE-ASSESSMENTS FOR UPCOMING LESSONS WHAT IS OUR FOCUS? DUE?
Our focus will be on comparing the length and height of objects. We will pre-assess K.10.