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Lesson Plans: Week 7

April 13th-17th
Triangle Table
Standards:
M. ES 1.1 Count by ones to 10 and identify numbers 1-10.

M. ES 1.2 Create groups that show one-to-one correspondence using groups of concrete
items and pictures or tactile representations.
CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.
CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers,
mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
2.) Count forward beginning from a given number within the known sequence (instead of
having to begin at 1). [KCC2]

Monday:
Read The Wide-Mouthed Frog
Have students interact with the story as much as possible
Monday

Tuesday

Wednesday

Thursday

Friday

Andrew,
Jackson,
Jermaine,
Jordan,
Jonathen
1) Working
on
subtractionFrog Eating
Flies Game
(using
cascade
container
frog with
manipulative
flies) Have
students roll
the dice and
write down
number on

Andrew,
Jackson,
Jermaine,
Jordan,
Jonathen
1) Continue
working on
subtraction
w/ frog
eating flies
game from
yesterday.
2) If extra
time, begin
Leaping Into
Subtraction
worksheet
(can have
students roll
dice to figure

Andrew,
Jackson,
Jermaine,
Jordan,
Jonathen
1) Continue
Leaping Into
Subtraction
worksheet
from
yesterday.
2) If finished
early, can do
frog connect
the dots
worksheet.
Jonathen will
need
assistance.
Jordan has

Andrew,
Jackson,
Jermaine,
Jordan,
Jonathen
1) Finish
connect the
dots frog
worksheet if
need be.
2) Frog
Count and
Write
Assessment
worksheet

* iPad and
file folders
* Finish any
work that
has not been
finished
throughout
the week
and work
with
students who
need
additional
help.

Caden,
Kainen,
Eleanor
1) Frog

subtraction
sheet and
gather
correct
amount of
flies. Then,
roll dice
again (and
write down
number) and
that is how
many flies
the frog will
eat. Feed
frog. How
many flies
are left?
Repeat
process
solving
subtraction
problems.
Caden,
Kainen,
Eleanor,
Jalen
1) When
provided with
a number (120) have
students
identify
number, and
count out the
correct
amount of
flies to put in
the frogs
mouth
(cascade
container
frog)
2) Kainen

out how
many frogs
to cross out)
Caden,
Kainen,
Eleanor,
Jalen
1) Eleanor
and Jalen can
work on
Froggy
Counting
cards- have
to count
number of
flies on card
and find the
correct fly
number card
to match.
2) Caden and
Kainen can
complete
frogs and
flies activitythis works on
counting,
identifying
which has
more/less,
and then
also very
basic
addition.
Wanting
them to both
practice
writing their
numbers
independentl
y.
Aulton,

already
completed
this activity
previously.
Caden,
Kainen,
Eleanor,
Jalen
1) Eleanor
and Jalen can
work more
on Froggy
counting
cards or
count and
clip cards.
2) Caden and
Kainen can
complete
activity from
yesterday if
need be.
Then, work
on Hippity
Hop fill in the
missing
number
worksheet.
Goal is to
have
students
working on
counting and
writing
numbers to
100.
Aulton,
Bassell,
Chloe,
Jason
1) Getting
them to pick

Count and
Write
Assessment
worksheet
(Eleanor will
need yellow
to trace)
2) Caden and
Kainen may
still need to
finish Hippity
Hop
worksheet
from
yesterday
first.
Jalen
1) Plastic fly
counting frog
cards.
Student
identifies
number on
card (1-20)
and then
puts
correspondin
g number of
flies on the
card to
match
number.
Aulton,
Bassell,
Chloe,
Jason
1) Practice a
little bit more
getting them
to pick up
flies and put
into frogs

and Caden
may also be
given the
frog connect
the dots
worksheet to
complete (if
time or need
an alternate
activity)
Aulton,
Bassell,
Chloe,
Jason
1) Frogs on a
log counting
kit (Jalen
may like this
activity too;
could give
him a pattern
color pattern
to repeat
with the
frogs in
addition to
counting)

Bassell,
Chloe,
Jason
1) Practice
more with
frogs on a
log counting
kit.

up flies and
put into frog
mouth as
directed by
teacher.
Teacher
count aloud
as students
put flies into
frogs mouth
(cascade
container
frog).
2) If needed,
students can
work on my
little
interactive
book of color.

mouth from
yesterday.
2) Then,
students can
use number
peg boards
with
remaining
time.

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