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# ®

Operations

## Concepts and skills students master: 2. Composing and

decomposing quantity forms the foundation for addition and
subtraction

## Evidence Outcomes: Students can: a. model and describe

as taking apart and taking from, using objects or drawings.

Content Objective(s): By the end of the lesson student Language Objective(s): Students will use counting
will demonstrate understanding of the parts of a whole chips to represent a whole number by using a number bond
number by correcting completing a number bond worksheet. worksheet.

KEY VOCABULARY: compsing, decomposing, addition, SUPPLEMENTARY MATERIALS: work sheet, pensil, dry
subtration, taking apart, putting together, part, whole erase marker, counting chips

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
Writing Meaningful Group
Listening Promotes engagement Oral

## LESSON SEQUENCE:

1. WE WILL ALL MEET AT THE CARPET FOR THIS LESSON. TEACHER WILL USE THE NUMBER BOND WORKSHEET TO START THE
LESSON. TEACHER WILL MENTION TO THE STUDENTS THAT WE HAVE BEEN WORKING ON "TAKING NUMBERS APART" AND "PUTTING
NUMBERS TOGETHER". TEACHER WILL DEMONSTRATE LESSON USING WORKSHEET AND COUNTING CHIPS. WE WILL START WITH A
WHOLE NUMBER AND WRITE IT IN THE BIGGEST CIRCLE ON THE WORKSHEET. THEN WE WILL USE THE COUNTING CHIPS TO MAKE
THAT WHOLE NUMBER WE JUST WROTE DOWN. WE WILL FOCUS ON THE PARTS OF A WHOLE NUMBER AND THE MANY WAYS WE CAN
MAKE IT. WE WILL TALK ABOUT WHAT A WHOLE NUMBER IS AND WHAT PART OF THE NUMBER IS.

3. WE WILL DO A FEW EXAMPLES AS A CLASS TO PROMOTE ACTIVE ENGANGEMENT AND FOR UNDERSTANDING.
2. TEACHER WILL GIVE A FEW EXAMPLES OF PARTS OF WHOLE NUMBER BEFORE STUDENTS ARE ASKED TO DO IT INDEPENDENTLY ON
THEIR OWN WORKSHEETS. A FEW VOCABULARY WORDS WE WILL BE USING COMSTANTLY ARE "PART" AND "WHOLE". WE WILL USE A
THUNBS UP AND THUMBS DOWN TO CHECK FOR UNDERSTANDING BEFORE STUDENTS ARE TO WORK ON THEIR OWN.

4. STUDENTS WILL THEN HEAD OUT TO DO THEIR WORKSHEET. THEY ARE TO USE ANY NUMBERS THEY WANT, AS LONG AS THEY CAN
TAKE THAT NUMBER APART.

5. STUDENTS WILL THEN MEET BACK AT THE CARPET AND WE WILL SHARE SOME DIFFERENT IDEAS THE STUDENTS CAME UP WITH AS
FAR AS TAKING NUMBERS APART.

REFLECTIONS:

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP ® Model.