## Ms. Kayla

### Target 1​

###### Lesson Type:

New

Geometry

:

Congruence

Determine which object is the same or different in a set.

###### 1:

Identify same and different amongst identical objects.

###### 2:

Create a congruent object.

###### 3:

Identify the “odd-man-out” and justify why that item does not belong with the rest.

Pre-K

###### Vocabulary:

Same, Different, Top, Bottom, Next to, Below, Middle

Activities:

1. Students were given sheets with pictures of similar and different objects/things. Students identified which pictures were the same or which ones were different. Students identified the pictures that were different by circling them or indicating in some way that the pictures were the same or different.

2. Students used 4 colored cubes and a grid tray to create congruent images. Students followed the teacher's placement of the cubes on the grid tray.

3. Students also constructed bug images using bug part cards. Students had to identify and match the correct combination of bug parts to complete their bug image.

## Absent Students:

### Target 2

:

###### 1:

Identify repeating patterns with color and shape.

###### 2:

Identify repeating patterns in terms of type (ABAB, AABB, AAB, ABB, ABC, ABCD).

###### 3:

Understand that a repeating pattern has a part (core) that repeats.

Kindergarden

###### Vocabulary:

Pattern, Repeat, Next, After, ABAB pattern, AABB pattern, BBAA pattern, ABC patterns

Activities:

1. Students were given pattern blocks that consisted of squares, two types of rhombuses, triangles, trapezoids, and hexagons. Students were asked to sort the shapes by type first. Then students picked two shapes to create a pattern with. Students created an ABAB pattern. Students were introduced to the reference of a pattern as A for one part of a pattern and B for the other part. Students were also introduced to an ABB, BAA, and ABC pattern.

2. Students created a pattern snake. Students determined their own pattern for their snake.

### Target 3

:

###### 1:

Understand that the number sequence does not change, even when some numbers are missing from a given sequence.

###### 2:

Identify when a given sequence is a correct count sequence.

Pre-K

###### Vocabulary:

Number, Connect, Order, Next, After

Activities:

1. Students practiced tracing and writing numbers for number formation. Students wrote the numbers in number order from 1-10 or more.

2. Students practiced identifying number order by completing connect the dot pages to complete an image. Students verbally identified the number as they connected the dots.