###### Hawaii

###### July 17, 2021, 8:00:00 PM

###### Saturday

###### Level 1

## Ms. Kayla

### Target 1

###### Lesson Type:

Continuation

Geometry

:

Directionality

Practice directionality and relative position.

###### Supporting targets:

###### 1:

Use directional vocabulary to help describe objects (in front, besides, right, left, top, bottom, etc.).

###### 2:

###### 3:

###### 4:

###### 5:

###### Grade:

Pre-K

###### Vocabulary:

Directions, Top, Bottom, Middle, Between, Side, Shapes, Triangle, Square, Rectangle, Circle, Semi Circle

Activities:

1. Students used whiteboards, dry erase markers, paper, and pencil to draw directions given by the teacher. The students were given directions such as "Draw 5 triangles at the bottom of the board. Draw a circle at the top. Draw a rectangle in between/middle of the board."

2. Students also guessed what the drawings were when they were completed.

### Home Exploration

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###### Challenge Answer:

## Absent Students:

### Target 2

###### Lesson Type:

###### Continuation

###### Number Operation

###### Number Meaning

###### Write and recognize the numbers zero to 20.

:

###### Supporting targets:

###### 1:

Write numbers correctly.

###### 2:

Recognize a number without having to see its position in the count sequence.

###### 3:

###### 4:

###### 5:

###### Grade:

Pre-K

###### Vocabulary:

Trace, Write, Numbers

Activities:

1. Students practiced tracing and independently writing numbers 1-20.

### Home Exploration

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### Target 3

###### Lesson Type:

###### Continuation

###### Number Operation

###### Number Meaning

###### Understand the relationship between numbers and quantities.

:

###### Supporting targets:

###### 1:

Use one-to-one correspondence when counting to connect one quantity with one number name.

###### 2:

Count objects to determine how many there are.

###### 3:

###### 4:

###### 5:

###### Grade:

Pre-K

###### Vocabulary:

Number, Count, More, Less, Equal, Same

Activities:

1. Students were shown a number card and identify its name.

2. Students used the stackable counters to represent the number. Students used the number sequence each time.

3. Students also sorted colored shells and counted how many of each color. Students then compared their colored shells with one another, saying who had more, less, or the same amount.

### Home Exploration