Name: Alix Hawk

Lesson Title: Ten Frame Names!

Grade: Kindergarten

A. Standard
MDE grade level or CCSS

CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
CCSS.MATH.CONTENT.K.OA.A.4
For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.

B. Objectives/Targets and I CAN Statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

The student will (TSW) count the letters in their name and put the corresponding number of
dots in a ten frame.
I CAN count how many letters are in my name and put that number in a ten frame.

The student will (TSW) count the blank space to finish the number sentence ___+___=10
I CAN I can find how many more dots I need to make ten.

The student will (TSW) write a number sentence stating (the number of letters in their name +
the number of blank spaces in the ten frame = 10)
I CAN write a number sentence.

Formative Assessment…
Students will provide visual proof of their knowledge of decomposing ten by filling out a
ten frame with the number of letters of their name, and writing a number sentence that
includes the numbers together that make ten.

C. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?

What ideas for on task, active and focused student behavior?

Student Management:
Introduce decomposing ten to the students
Discuss that there are many ways to make ten
 Fill out magnet ten frames as a class
Have students take out their whiteboards
Practice ten frames
Count how many letters are in the student’s name
Draw that many dots in the ten frame
Fill out a number sentence that says __ + __ = 10
Finish the sentence that says __ and __ make 10.

Movement-

Students will move to different areas of the classroom to accomplish different tasks:
- Begin on carpet
- move individually to write the correct numbers/draw the dots on the ten frame
- move back to seats to count the amount of letters in their name
- complete the rest of the worksheet at their table seats
- wrap up on the carpet (students will head back to their carpet square as they
finish)

Active Student Participation-

Students will fill out whiteboards with the ten frame and examples
Students will actively participate in helping the teacher fill out the ten frame and fill
out their worksheet

Classroom Management Focus-

Students will begin the lesson on the carpet with their voices off, raising their hand to be
called upon while sitting criss cross applesauce calmly. Students that are not following these
expectations will be reminded verbally directly and indirectly (thanking a student following
directions) and if the behavior continues the student will be asked to move to their table seat
for the rest of carpet time.
When getting their whiteboards the students will walk quietly and get their materials
quickly. Students will be reminded of this before they go to get their materials, and if they run
or take too long they will be reminded.
When filling out the ten frame and walking to their seats, students will walk quietly and
respect their classmates by being careful to not run into other students.
When working at their table seats, students are expected to work continuously
throughout the time until their work is done. If they are not doing this, they will be reminded
verbally. If the student does not finish their work by the end of the lesson, they are to put it in
their white folder to finish in the afternoon before they can participate in ‘choice centers.’

D. Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
 How will you access prior knowledge?
What will you practice/review?

- the teacher will generate interest by playing a video on making 10

https://www.youtube.com/watch?v=cdlxSwokZRw
- the students will gather at the carpet
- the teacher will connect to prior knowledge by commenting on how we have been making 10
the past week
- the teacher will comment on how there are many different ways to use 10, and explain that we
will be finding all sorts of ways to make ten

E. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed how will it be provided?
How is the lesson scaffolded? (step by step lesson progression)

 Introduce that we will be talking about ten frames and making ten
 Play video on making ten
 Review filling out a ten frame and using it to create a number sentence
 Show students with one example- ___ + ___ = 10 (I DO)
 Do a few more examples, giving students less and less info to start with (WE DO)
 Check for understanding have students fill out a ten frame on their white boards
 Send students off to discover how many letters are in their name
 Students will write the number in the first line
 The teacher will explain that the same way they found the answers to the rest of the
ten frames, they will fill out their own ten frame and fill in the rest of the blanks
(YOU DO)
 The students will check with the teacher to turn in their papers to the blue bucket
and return to their carpet square
 When most of the students are done/time is almost up the students who are not
done will put their papers in their white folders and meet the class at the carpet
 The teacher will bring all students back to the carpet
 The teacher will ask what did we learn?
Thinking Levels: questions to engage students’ thinking

1. Remembering- Find a ten frame.

2. Understanding- Discuss how many squares are in a ten frame.

3. Applying- Use a ten frame.

4. Analyzing- Explain their ten frame.

5. Evaluating- Justify their answers on the worksheet.

6. Creating- Imagine how the ten frame might look different with someone else’s name.

****Accommodations: Differentiating to meet student needs

Remediation/Intervention-
 ELL and RTI students will have extra help right from the beginning- they will be called
on during WE DO to make sure that they are on the right track without singling them
out- they will have their peers and the teacher to help them

Extension/Enrichment-
 Students who finish extremely early may look at a neighbor’s name (without
interfering with their work) and count how many letters are in their name, and find
out how many more they need to make ten on a scrap sheet of paper (this way they
also may practice making a ten frame, a skill many still need to work on)

Methods, Materials, and Integrated Technology:

 YouTube video
 Magnetic ten frame
 Magnetic dots
 Whiteboards
 Markers
 Socks (erasers)
 Ten Frame Name worksheet
 Pencils
 Doc Cam
 Scrap paper for early finishers

F. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

 Model taking a number and finding how many more to make ten
 Model how to fill out the sheet

G. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
 Formative assessment strategies to be implemented

 Students will answer as a class the answer for the last ten frame problem on their white
boards
 Students will give a thumbs up after I DO and WE DO to show that they understand what
to do with the worksheet

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?

 The students and teacher will fill out ten frames together- take a number and find out
how many more to make ten

I. Collaborative (You Do Together) and/or Independent Practice (You Do)

What practices will be demonstrated/modeled?

 Students will complete the worksheet

 Students who finish very early will find out how many more to make ten with a friend’s
name
 Other students will turn their worksheets into the blue bucket and go back to the carpet

J. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

 The teacher will ask the students what we just learned about
 The teacher will then ask how you find the empty number if you know one from the
number sentence
 Ten frames are so important!

K. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?

 If the students have correctly filled out their ten frame and fill out the number sentences
correctly, I will know that the objectives have been met

L. Reflection (to be discussed immediately following your lesson)

How do you know that the objective(s)/target(s) was met? What
is your evidence?
Using your assessment data how will you change the lesson or
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises? (Revised/Edited by Elementary Team, 2014)
 Observation Checklist

Prep video

Explain ten frames, sooooo many

ways to make ten (I CANS DUDE)

Show a problem

Get the whiteboards

Do some problems

Explain the worksheet

Example with ur name

Example with their name

Send them off/bring em back

Finish up- sooooo many ways to make
ten and they did it on their own
yayyyyyy