CHESAPEAKE PUBLIC SCHOOLS WEEKLY MATH COLLABORATION & LESSON P

TEACHER:

SCHOOL: G.A. Treakle Elementary

Blanks/Bond/Evanosky/Leonard/Wilson
GRADE LEVEL: Kindergarten
WEEK OF: 3/16/2015 3/20/2015

SUBJECT: Math
PACING GUIDE WEEK: 26

THINGS TO CONSIDER FOR COLLABORATION

STANDARDS OF LEARNING: K.6
BIG IDEA(S):

Relate the mathematical language and symbolism of operations to problem situations. Understand different meanings of add

and subtraction of whole numbers and the relation between the two operations. Develop proficiency with basic addition and subtraction an
facts. Gain facility in manipulating whole numbers to add and subtract and in understanding the effects of the operations on whole number

Choose from mental computation, estimation, paper and pencil, and calculators, an appropriate way to compute.
ESSENTIAL UNDERSTANDING(S): Understand that addition means putting things together and that subtraction is the inverse of addition a

means to separate things out.

ESSENTIAL KNOWLEDGE & SKILL(S): Combine two sets with known quantities in each set, and count the combined set using up to 10 co

objects, to determine the sum, where the sum is not greater than 10. Given a set of 10 or fewer concrete objects, remove, take away, or sep
part of the set and determine the result.
ESSENTIAL ACADEMIC VOCABULARY:

add, subtract, sum, difference, plus, minus, equal, join, in all, all together, left, one more, one less

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
___
___
___
___
___
___
___

Identifying Similarities & Differences

Summarizing & Note Taking
Reinforcing Efforts & Providing Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Proving Feedback

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

RETURNS YOU WANT FOR YOUR

Teach Others/Immediate Use of Learning
Practice by Doing
Discussion
Demonstration
Audio/Visual
Reading
Lecture

STUDENTS?
95% Return
75% Return
50% Return
30% Return
20% Return
10% Return
5% Return

___ Generating & Testing Hypothesis

___ Questions, Cues, & Advanced Organizers

23% Return
22% Return

REVIEW OF PRE-ASSESSMENT INFORMATION: NA

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

LETS PLAN THE LESSON

WEEKLY
MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDA

By the end of the

lesson you should
be able to
The student will
model adding
numbers to 10.
1. Manipulatives
2. SmartBoard

By the end of the lesson you

should be able to
The student will model adding
numbers to 10.

By the end of the lesson you

should be able to
The student will model adding
numbers to 10.

By the end of the lesson you should

be able to
The student will model adding numbers
to 10.

By the en
lesson yo
be able to
The stude
adding nu

1. Manipulatives
2. SmartBoard

1. Manipulatives
2. SmartBoard

1. Manipulatives
2. SmartBoard

1. Manipu
2. SmartB

Part A/Part B
1. Pre-assess
students on
adding numbers
to with sums to
10.

Part A/Part B
1. Review the process of
addition by viewing the
COUNTING SONG 1+1 (For
Kids ) - Pancake Manor
video.

Part A/Part B
1. Review the process
of addition by viewing
the COUNTING SONG
1+1 (For Kids ) Pancake Manor video.

Part A/Part B
1. Review the process of
addition by viewing the
COUNTING SONG 1+1 (For Kids
) - Pancake Manor video.

1. Asses
students
Checkpo
(Fraction

https://www.youtube.com/
watch?v=kNJSKhIT4U4

https://www.youtube.c
om/watch?
v=kNJSKhIT4U4

PLANNING
OBJECTIVE (S)

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

2. Show
students the
Basic Addition
Childrens Math
video.
https://www.yout
ube.com/watch?
v=TwEUFTiJX80

2. Practice adding using the

Problem of the Day/Exemplar
(13.2): Anna has 3 apples.
Joe has 2 apples. Who has
more? How many more?
How many in all?

2. Practice adding
using the Problem of the
Day/Exemplar (13.2):
Anna has 3 apples. Joe
has 2 apples. Who has
more? How many
more? How many in all?

https://www.youtube.com/wa
tch?v=kNJSKhIT4U4
2. Practice adding using the
Problem of the Day/Exemplar
(13.2): Anna has 3 apples. Joe
has 2 apples. Who has more?
How many more? How many in
all?

INPUT AND MODELING

Part A

Part A
1. Demonstrate the process
of addition (i.e., Orchard
Math), or other interactive
SmartBoard activities.

PART A

Part B

Part B
1. Have students practice
adding sets with sums to 10.

GUIDED PRACTICE

Below Grade

Below Grade Level - B

Differentiated Groups

Level - B

Blooms Level U, AP
1. The teacher and students
will create addition sentences
using the Easter Egg/Bean
game, or other manipulatives
(i.e., bean worksheet, 4 square).
On Grade Level - O
Blooms Level U, AZ
1. See Independent Practice

PART A
Minutes

15

CHECK FOR
UNDERSTANDING

Blooms Level

30

U, AP

Minutes
On Grade Level O
Blooms Level
U, AZ

Part A

Part B
1. Have students practice
adding sets with sums to 10.

Part B

Below Grade Level - B

Below Grade Level - B

Below G

Blooms Level U, AP
1. See Independent
Practice

Blooms Level U, AP
1. See Independent Practice

Level - B

On Grade Level - O

On Grade Level - O

On Grad

Blooms Level U, AZ
1. The teacher and
students will create
addition sentences using
the Easter Egg/Bean game,
or other manipulatives
(i.e., bean worksheet, 4
square).

Blooms Level U, AZ
1. See Independent Practice

Part B
1. Have students
practice adding sets
with sums to 10.

Blooms
AZ

Blooms
AZ

Above Grade Level - A

Above Grade Level - A

Above Grade Level - A

Above G

Level - A

Blooms Level U, AZ
1. See Independent Practice

Blooms Level U, AZ
1. See Independent
Practice

Blooms Level U, AZ
1. The teacher and students will
create addition sentences using the
Easter Egg/Bean game, or other
manipulatives (i.e., bean worksheet,
4 square).
Blooms Level U, AZ
1. Complete addition activities and
review previously taught skills (i.e.,
fractions, counting money) based
on students needs:
a. Play the Easter Egg (beans)

Level - A

U, AZ

INDEPENDENT

Blooms Level U,

PRACTICE

AZ

30

Part A
1. Demonstrate the process of
addition (i.e., www.ixl.com), or
other interactive SmartBoard
activities.

Above Grade
Blooms Level

Minutes

Part A
1. Demonstrate the
process of addition (i.e.,
www.educationcity.com)
, or other interactive
SmartBoard activities.

Blooms Level U, AZ
1. Complete addition activities
and review previously taught
skills (i.e., fractions, counting
money) based on students
needs:

Blooms Level U, AZ
1. Complete addition
activities and review
previously taught skills
(i.e., fractions, counting
money) based on students

Blooms
AZ

Blooms
AZ

CLOSURE
Minutes
HOMEWORK

a. Play the Easter Egg (beans)

game where students create
addition sentences on black line
masters (beans).
b. Play the dice game where
students roll dice to make
addition sentences.
c. Play the wall game where
students have to determine how
many beans are behind a wall
when some are taken away
(Leonard).
d. Complete addition problems
on www.ixl.com.
e. Complete addition word
problems on www.abcya.com
f. Complete addition problems
on www.edcuationcity.com.
g. Play domino addition.
h. Play Jump Frog Jump under
Numeration in Orchard Math
(i.e., under the frog).

needs:
a. Play the Easter Egg
(beans) game where
students create addition
sentences on black line
masters (beans).
b. Play the dice game
where students roll dice to
make addition sentences.
c. Play the wall game
where students have to
determine how many
beans are behind a wall
when some are taken away
(Leonard).
d. Complete addition
problems on www.ixl.com.
e. Complete addition word
problems on
www.abcya.com
f. Complete addition
problems on
www.edcuationcity.com.
g. Play domino addition.
h. Play Jump Frog Jump
under Numeration in
Orchard Math (i.e., under
the frog).

game where students create

addition sentences on black line
masters (beans).
b. Play the dice game where
students roll dice to make addition
sentences.
c. Play the wall game where
students have to determine how
many beans are behind a wall when
some are taken away (Leonard).
d. Complete addition problems on
www.ixl.com.
e. Complete addition word
problems on www.abcya.com
f. Complete addition problems on
www.edcuationcity.com.
g. Play domino addition.
h. Play Jump Frog Jump under
Numeration in Orchard Math (i.e.,
under the frog).

Turn and talks

Exit cards

Turn and talks

Exit cards

Turn and talks

Exit cards

Turn an
Exit car

Blooms Level

Blooms Level ___

Blooms Level ___

Blooms Level ___

Blooms

___

NA

NA

NA
See Homework Packet

NA

10

NA

ASSESSMENT

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

NOTES
LOOKING AHEAD DEVELOPMENT OF PRE-ASSESSMENTS FOR UPCOMING LESSONS WHAT IS OUR FOCUS? DUE?
Our focus will be on subtraction. We will pre-assess K.6.