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Esteves School of Education Lesson Plan

Teacher: Mekenzie Krause


Lesson Title and Grade Level: Decompositions of 10; First grade
Unit Theme: Composing, decomposing, putting together, and counting on
Lesson Topic: Decomposing the number 10 and creating number bonds
Context for Learning

Central Focus

Complete the chart below to include demographic information including learning needs, number of students and supports and
accommodations pertinent to the IEP goals. Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in academic knowledge, and/or
gifted students needing greater support or challenge).
Learning Needs Category

Number of Students

Physically Disabled

Hearing Impaired

Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Raises hand upward and downward in
place of bending over and standing up.
Use of iPad or TA while completing
Practice Sheet and Exit Ticket
Seated close to the teacher during the
read aloud

Decomposing the number 10 and creating number bonds with all of the decompositions.
Goal: Students will learn how to add to, take away from, put together, and take apart the number 10 by using objects,
drawings, and equations.
Objectives: Students will correctly determine all decompositions equal to ten and be able to reproduce all the number pairs as
number bonds.
Common Core Content Standard (same as goals)

Content Standards/Objectives

1.OA.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

Learning Objectives (list at least three objectives)

Given scenarios, students will correctly reproduce


all number pairs of ten as number bonds.

Students will correctly determine all


decompositions equal to ten.

Decomposition of ten

Vocabulary/Concepts/Language
Rationale

Students will build on their prior knowledge of decomposing number up to 9 to understand the decompositions of the number
10. They will further their understanding of addition through the use of Rekenrek bracelets and grouping of ones to create a

Esteves School of Education Lesson Plan

Rationale
Essential Questions
(Focus Questions)

Students will build on their prior knowledge of decomposing number up to 9 to understand the decompositions of the number
10. They will further their understanding of addition through the use of Rekenrek bracelets and grouping of ones to create a
larger number. These skills will allow students to successfully begin adding and decomposing larger numbers.
What are the different ways in which 10 can be decomposed? What are the number families for the number 10?

Assessments:
Formative

Practice Sheet Students will be


expected to provide correct
number bonds for all 6
decompositions of 10.

Students who are unable to write may provide


their answers orally to a TA or iPad version of
practice sheet if applicable to student

Given scenarios, students will correctly reproduce all


number pairs of ten as number bonds.

Formative

Exit Ticket Students will be


expected to provide all 6
decompositions of 10 correctly on
the Exit Ticket sheet provided.

Students who are unable to write may provide


their answers orally to a TA or iPad version of
practice sheet if applicable to student

Students will correctly determine all decompositions


equal to ten.

Instructional Strategies and Learning Tasks


Procedure
Anticipatory Set
10 minutes
Make connections to students prior
knowledge. Often called a Bell
ringer, or a Do now. Use a
strategy that has attention-gaining
steps to access prior knowledge, i.e.,
Brainstorming, Assessing Prior
Knowledge, Do Now, Question of the
day, literature, think/pair/share,
group activity, visual or video.

Teacher will:
Instruct the students to
count from 0 to 20 and
to touch the floor on
odd numbers and stand
up on even numbers.
Repeat procedure while
counting silently or
whispering.
Present problem to
students on the Smart
Board and ask the
students to draw a
picture, a number bond,
and a number sentence
to show the answer:
Tom received 9 stickers

Students will:
Count from 0 to 20 and
touch the floor on odd
numbers and stand up
for even numbers.

Repeat procedure while


counting silently or
whispering.
Draw a picture, number
bond, and number
sentence to show the
answer to the problem
given by the teacher.

Modifications (RTI/UDL Strategies)


Students who are unable to bend over
and stand quickly, or at all, may simply
raise or lower their hands; up to the
ceiling for even and down to the floor
for odd.

Esteves School of Education Lesson Plan

Learning Tasks and


Instructional Strategies
25 minutes
Demonstration, Guided Practice,
Journals, Critique, Activity, Work
Time (for example)
This section should be separated into
individual rows as needed.

at school. He received 5
of them in the morning.
How many did he
receive in the
afternoon?
Read aloud Math
Fables: Lessons that
Count by Gregory Tang
to reinforce the idea of
decomposing numbers
Ask the students to
Turn and Talk with a
partner regarding things
that come in groups of
10 (fingers, toes, dimes
in a dollar, etc.)
Tell them that they are
going to make bracelets
that will help them
decompose the number
10; these are called
Rekenrek bracelets.
Provide students with
materials to make
individual Rekenrek
bracelets and show
them how to make
them.
Show students a picture
of children on a
playground and ask
them to Turn and Talk
and discuss how they
see the children in the
picture.
Circulate through the
students and observe

Listen attentively while


teacher reads book
aloud to class.

Turn and Talk with a


partner regarding things
that comes in groups of
10 (fingers, toes, dimes
in a dollar, etc.)

Receive bracelet
materials from teacher
and follow instruction
on how to make an
individual bracelet.

Turn and Talk with a


partner and discuss
aspects of the children
in the picture.

Hard of hearing students will be seated


closer to the teacher to ensure their
abilities to see or hear the story.

Students who have limited fine motor


skills will either receive assistance from
a TA, peer, or teacher in making their
bracelets.

Esteves School of Education Lesson Plan

Independent
Practice/Exploration of
Concepts
10 minutes
Lesson strategy with step-by-step
performance measures or sub tasks.

while they discuss the


picture.
Use an example from a
student pairing, for
example, there are four
children on the swingset, to show the students
how the number 10 can
be decomposed using 4
and another number.
Tell the students to
move 4 of their beads
away from the others.
Ask the students how
many children are not
on the swings if 4 of
them are. Instruct them
to count the remaining
beads to find the
answer.
Ask the students to
identify the parts that
make up 10 from this
example.
Record 6+4 and 4+6 on
the board.
Repeat this process with
other examples
provided by the
students.
Distribute the practice
sheet to students and
instruct them to use
their Rekenrek bracelets
to record all
decompositions of 10
independently. Read

Move 4 beads away


from the others. Count
the remaining beads and
respond to the teachers
question: 6 students are
not on the swings.

Tell the teacher that 6


and 4 are the parts that
make up 10.

Listen to teacher read


the directions for the
practice sheet.
Complete problems on
the practice sheet using
the Rekenrek bracelet.

Students with limited writing or fine


motor skills may provide their answers
orally to TA or on an iPad version of
the practice sheet if applicable to
student.

Esteves School of Education Lesson Plan

Practice/implement skills;
cooperative learning; group work,
etc.

Consider transitions: supply


distribution and clean up.

Closure
15 minutes
Steps for ending the lesson,
summarizing the key points learned,
engaging students in reflecting on
their learning, and orienting them to
future learning. This step is present in
every lesson, even those extending
over several days or class periods.
Share understanding of the concepts
(journal, verbal share-out, exit slips,
etc)

them the directions on


the practice sheet before
allowing them to begin.
Circulate the room to
assist and observe
students while they
complete the practice
sheet.
Ask students to discuss
their answers from the
practice sheet with a
partner.
Ask some students to
share their answers with
the class by writing
them on the Smart
Board.
Provide students with
Exit Ticket sheet, which
asks them to write all
decompositions of 10
and provide a number
bond for each.

Discuss answers from


the practice sheet with a
partner.

Share answers from


practice sheet on the
board if asked by the
teacher.

Receive Exit Ticket


from teacher and write
down all
decompositions of 10
along with a number
bond for each.

Student Product: Practice Sheet and Exit Ticket


Instructional Resources, Materials and References: Pipe cleaner and beads for Rekenrek bracelets, Practice Sheet, Exit Ticket, Pencils.
Literature: Math Fables: Lessons that count

Esteves School of Education Lesson Plan

Math Fables: Lessons That Count


By: Gregory Tang
Illustrated by: Heather Cahoon

Name: Mekenzie Krause


Class: EDU-555
Concept/Content: Decomposing and regrouping numbers
Grade Level: 1st Grade
Mathematical Practice/Process:
Literature Connection: Allows students to hear about decomposing numbers in short poems that involve grouping numbers using familiar objects
such as pets and pencils. The text creates a more relatable connection to the students every day surroundings.
Reference: http://ohiorc.org/for/math/bookshelf/detail.aspx?id=38&gid=1