Richland Parish School Board – Superintendent: Sheldon Jones



Scope of lesson plan:Lessons 1-5Teacher name:Grade:KSubject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Analyze to find two objects that are exactly the same or not exactly the same.Long-term Targets:(Common Core standards addressed)K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Analyze to find two objects that are exactly the same or not exactly the same.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (11 minutes) 2. Work Time (32 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (7 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) Left hand mat, bag of beans (painted red on one side)(T) Right (left for students) hand glove with the numbers written on the fingertips from 1 on the pinky finger to 5 on the thumb(T) Blue sock(T) Pairs of socks (or any other pairs of items available) in a variety of patterns, colors, sizes, and lengths in a laundry bagWorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1-3: This fluency was selected in anticipation of future lessons. Although students will not be working with numbers in this lesson, they will need to develop fluency for upcoming lessons in which students will work with numbers in depth.Application Problems: In the Debrief the students will look at all the socks drawn. There might be some that are exactly the same (or very, very close), and there will be many that are not exactly the same…. Using the socks that they drew in the Debrief will help to engage all students.TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Analyze to find two similar objects—these are the same but… .Long-term Targets:(Common Core standards addressed)K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective : Analyze to find two similar objects—these are the same but… .Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (12 minutes) 2. Work Time (28 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) Left hand mat, bag of beans (painted red on one side)(T) 20 Rekenrek(T) Pairs of identical items but which are different in one way. Suggestions: Two tennis balls, one white and one yellow; two identical cups, one with a straw and one empty; two squares, one turned to be a kite and one parallel to the floor; two identical pencil boxes but with different student names; two identical pencils, one new one used. (S) Two of the same flowers for each student (or leaves, twigs, etc.)Students can debrief their problem by comparing their drawing to that of their partners. The sooner they see there are different ways to draw solutions, the better. “How are our drawings exactly the same?” “How are our drawings not exactly the same?”WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1-4: This fluency was selected in anticipation of future lessons. Although students will not be working with numbers in this lesson, they will need to develop fluency for upcoming lessons in which students will work with numbers in depth.Application Problems: Students can debrief their problem by comparing their drawing to that of their partners. The sooner they see there are different ways to draw solutions, the better. “How are our drawings exactly the same?” “How are our drawings not exactly the same?”WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Classify to find two objects that share a visual pattern, color, and useLong-term Targets:(Common Core standards addressed)K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Classify to find two objects that share a visual pattern, color, and useAgenda(Activities / Tasks)1. OpeningA. Fluency Practice (11 minutes) 2. Work Time (34 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (5 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) sets of plates, cups, bowls, etc. in a variety of patterns, bin or basket, stuffed animals(S) bags of real objects, or pictures of objects that are used togetherWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1-3: This fluency was selected in anticipation of future lessons. Although students will not be working with numbers in this lesson, they will need to develop fluency for upcoming lessons in which students will work with numbers in depth.Application Problem: Linking drawing and Math is important to instill in students from the beginning of their formal math learning. By drawing socks or circles they are representing their understanding and learning how drawing can be a tool to aid in that understanding.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Classify items into two pre-determined categories.Long-term Targets:(Common Core standards addressed).4 Understand the relationship between numbers and quantities; connect counting to cardinality.a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Classify items into two pre-determined categoriesAgenda(Activities / Tasks)1. OpeningA. Fluency Practice (12 minutes) 2. Work Time (32 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (6 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?) (T) An assortment of classroom toys with a wide range of attributes and obvious difference that will facilitate sorting, 2 plastic trays for sortingWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Application Problems: Copy two of the same pictures (bears, flowers, cups, etc.) side by side on one piece of paper. Instruct students to color each picture so they look exactly like each other.FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.Long-term Targets:(Common Core standards addressed).4 Understand the relationship between numbers and quantities; connect counting to cardinality.a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (13 minutes) 2. Work Time (31 minutes)A. Application Problem B. Concept Development 3. Closing and Assessment (6 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) dice, birthday cake template, and crayons(T) Large pictures for the whiteboard depicting the sun, raindrops, and snowflakes; smaller pictures in an opaque bag or envelope that each show something that would correspond to one of the weather types. (Examples of sunny items could be sunglasses, a sun hat, sandals, bathing suits, popsicles, or beach buckets/shovels. Rainy items might be umbrellas, raincoats, boots, hats, puddles, or soup. Winter items could include hats, scarves, boots, snow shovels, mittens, skis, or hot cocoa. To stimulate discussion, the teacher might consider including some ambiguous items such as popcorn, books, or ice cream. There should be at least five of each type but the numbers in each category need not be equal.)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 3: When modeling the game emphasize that on each person’s turn the total number of candles should match the dice. The second player does not add to the first player’s candles thus counting beyond 5. Circulate to see which students must recount each time, and which ones simply take off, or put on more crayons to represent the new number.Application Problems: Share a few partners’ discussions with the whole class. Use the application problems to continue to link the previous days’ lessons with the current day’s lessons. ................
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