###### Hawaii

###### November 14, 2020, 8:00:00 PM

###### Saturday

###### Level 1

## Ms. Joan

### Target 1

###### Lesson Type:

Review

Number Operation

:

Number System

Understand that numbers have an order (limited to numbers 0 to 50).

###### Supporting targets:

###### 1:

Identify when a given sequence is a correct count sequence.

###### 2:

###### 3:

###### 4:

###### 5:

###### Grade:

Pre-K

###### Vocabulary:

Activities:

- Students were given a mystery picture coloring activity. They were to color the picture according to its number and assigned color.

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

## Absent Students:

### Target 2

###### Lesson Type:

###### Continuation

###### Number Operation

###### Computation

###### Combine given quantities by using counting strategies.

:

###### Supporting targets:

###### 1:

Understand that combining numbers creates a larger quantity.

###### 2:

Represent “putting together” with objects, fingers, drawings, etc.

###### 3:

###### 4:

###### 5:

###### Grade:

Pre-K

###### Vocabulary:

Put together, Plus sign, Equals, Add

Activities:

- Students roll a dice to find out the number combination to add.
- Students drew seeds on the watermelon picture template to show the number.
- Student then wrote the number on the number sentence boxes to show the equation.
- Students answered the number sentence by counting how many seeds were there in their watermelon.
- Introduced with a number line, students showed that when adding jumps are to move forward

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 3

###### Lesson Type:

###### Review

###### Number Operation

###### Computation

###### Decompose given quantities by using counting strategies.

:

###### Supporting targets:

###### 1:

Understand that a larger quantity can be made from two smaller quantities.

###### 2:

Understand that “taking away” makes a smaller quantity.

###### 3:

Represent “taking away” with objects, fingers, drawings, etc.

###### 4:

###### 5:

###### Grade:

Pre-K

###### Vocabulary:

Take away, minus, equals

Activities:

- Students drew seeds on the watermelon picture template to show the number.
- Student then wrote the number on the number sentence boxes to show the equation.
- Students answered the number sentence by counting how many seeds were there in their watermelon.
- Introduced with a number line, students showed that when adding jumps are to move forward

### Home Exploration