Chien-Hui Chen & Olivia Carmichael

Term III Lesson Plan 1st Draft

11/26/18

This is a good start but there are several areas to get clear on before you teach this.
These are the main areas to address but see my comments throughout. This sounds
like a worthwhile task, but I am not entirely clear on what you are having them do, so a
lot of my questions stem from that.
 THE TASK: Are students just breaking the train apart and counting the two parts,
or are they holding one part behind their back? (as in the Boaler task) These are
two really different tasks with different mathematical goals. If they are just
breaking the train, how do they know the two parts make 10? What are you
looking for them to be able to do? Are you asking them to write equations? If so,
you should model this during the launch. Is the goal for them to find as many
different ways as possible?
 THE MATH: Go back to Van de Walle and read the part towards the end about
part-whole understanding and decomposition. Use this to frame your “unpacking
the math” and guide your observations, questioning, and formative assessment.
 Get out a stick of ten cubes and act this out. How will kids figure out the parts?
What strategies will you look for? Look at the OGAP number progression to help
you think through different stages you might see
 Is ten an appropriate number to use given that they have been working with
much smaller numbers like 4?
 How and why are you using ten frames?
 Really think through every step and stage of this plan – there is a lot here that is
very vague. See my comments
 .]

Math Lesson for Kindergarten

Part I. “The What”

Goals / Objectives
What mathematical ideas or concepts do you want students to explore? (in your
own words)
● Numbers can be decomposed into pairs in more than one way and there are
different ways to show the same number.
What mathematical practices will be a main focus of your lesson?
Mathematical practice 5: use appropriate tools strategically
Mathematical practice 6: attend to precision

The Task
Scan a picture and/or insert description of the task on which you are building this
lesson. Explain why this is a worthwhile task for your students to work on.
I am building my lesson on the task called “Snap It” from the website Youcubed
and the activity called “Make 9” from the Illustrative Mathematics. Students will work
together to make different number combinations for a given number. In this task, each
student makes a train of connecting cubes of the number 10. On the signal “Snap,”
students break their trains into two parts. Students take turns going around the circle
showing their different combinations to make 10. Then they will work independently,
using the tools provided, to find as many ways as they can with a pair of number to
make the number 10.

“Make 9” https://www.illustrativemathematics.org/content-standards/K/OA/A/3
“Snap It” https://www.youcubed.org/tasks/snap-it/

Unpacking the Mathematics (1-2 paragraphs)

What prior experiences have students had around this content?
● Students are familiar with and know how to use counting cubes for mathematical
tasks
● Students have practiced showing the same numbers in different ways on their
fingers (ie “4” could be 4 on one hand, 3 on a hand and 1 on the other, or 2 on
each hand)
● Students have practiced showing the same numbers in different ways on a tens
frame using blue and red counters in a whole group instruction.

What do students need to be understand/be able to do in order to reach the goal?
● Students should be able to count to 20 (can change depending on where your
kids are at with this)
● Students understand one-to-one correspondence (and will therefore know that
each cube represents 1)
● Students understand the concept of cardinality. Students should be able to attach
meaning to the counting of objects.
● Students should have developed fluency with number-word sequence in a
forward or reverse order (counting on and back)
Commented [c1]: Note that if children are holding one
part behind their back and determining the other part,
they will need to be able to count unseen objects and
have a concept of part-whole. This is harder than just
breaking it into two parts. Look at the Van de Walle
chapter for more on this and think about how you can
help those children who don’t yet have that ability. For
example, you could give them another train of 10 cubes
or a printed template of 10 squares to hold the missing
part up against so they can count what is left.
 ● How about commutative property (6 and 4 and 4 and 6)?
What are some difficulties, misconceptions, or gaps that are likely to come up?
(Draw on course content to talk about this)
● In the first task, students are likely to break the train into two parts from the
middle, resulting in similar number combinations.
● This may be the first time students are really introduced to decomposing.
● Some students might not have developed the concept of cardinality, resulting in
repetitive counting.

Anticipating Student Strategies

1. What different strategies are students likely to use to solve the task/ (Draw
on course readings and OGAP frameworks to help you here)
● Counting on with physical or visual model
● Direct model by breaking the train into different number combinations Commented [c2]: And will some children know the
number combinations abstractly? How about
2. How will you represent these strategies? (draw out your representations in a subitizing?
T-chart)
Commented [c3]: The point is to draw this out as part
● All combinations will be added to an anchor chart during the discussion part of of your planning. You can do it with pencil and paper
the lesson as drawings of the cubes and take a picture to add it to your plan. The way you
represent it during the discussion will be very important
so its worth taking the time now to plan it nout.
Materials and preparation
List the materials you will need to gather and prepare for the lesson.
● Counting cubes (maybe 10 or 20 for each student in the group depending on
what number you want to go up to)
● Tens frames (one for each child)
● Anchor chart and several colors of markers
● Paper to take notes on student ideas as they are working independently

Classroom arrangement and management issues

How do you plan to set up the physical space?
● The small group will be in a semi-circle around the teacher, either on the floor or
at a table
How will you distribute materials?
● Trains of 10 counting cubes will be given to each student after the topic is
introduced and the parallel is drawn between using the cubes and counting on
your fingers.
Anticipate concerns likely to arise related to management and how you plan to
address them.
● Students may want to play with the cubes instead of using them for math. I would
say something like “I agree that our counting cubes are fun, but remember right
now we are using them as a tool for our math work”
Part II: The Lesson Plan
Include the imagined sequence of events (with a time estimate for each part of the
lesson). Use the three-phase lesson format to structure your lesson:

1. Before (Launch).
What norms will you establish?
● Safe walking feet as we come to the carpet/area
● Voices are quiet
● If you have something to share or a question, please put up a quiet thumb
● Sitting criss-cross applesauce with hands in lap

How will you introduce the task?

● “Today we are going to practice making the number “10” in different ways! We
are going to see how many ways we can make 10 using 2 parts.”

How will you elicit and draw connections to students’ prior knowledge?
● “This is a lot like what we have practiced on our fingers. Like when we think of all
the ways to make 4 on our fingers, we could do 2 and 2, 1 and 3, or all 4 on one
hand. This is going to be a little bit different because we will be using number
cubes instead of our fingers.”
● “First we are going to do one all together!” *hand out 10 cubes to each student*
“Everyone has 10 cubes in a line, kind of like a train!” Commented [c4]: Why not have everyone count the
train and confirm that there are 10. This would be a
● “Now put your train behind your back, and without looking, gently break it into 2 good formative assessment for you as well as a good
pieces” way to engage them in thinking about quantity. Turn
this into a problem. How many cubes are in the train?
● “Now put your two pieces in front of you. Let’s see which ways we broke up our
trains of 10 cubes! Everyone has 10, but the way you broke them may look
different.” Commented [c5]: This is the big idea so rather than
state it up front, let it come out of the discussion and
● have someone share what they got, “give a connection sign if you broke your work on the activity.
train of cubes in the same way! Did anyone do it in a different way?” go through
Commented [c6]: And also show how they counted
until everyone’s combinations have been noted. the two parts.
● “Now we are going to try some on our own! See if you can make 10 in some
different ways. When you have one, raise a quiet thumb so I can remember your
idea before you try another one!” Commented [c7]: I’m unclear how this is different from
the during part.

Are there terms, ideas of contexts that need to be discussed or explained in order for
students to engage successfully with the task? (You should not be showing students
how to solve the task here!)
 2. During (Explore). There should be adequate time for students to work on the
task; students might work in small groups, pairs, or independently.
What do you expect students to do?
● Students will be working independently, finding as many pairs as they can to
make 10.
● Students will raise a quiet thumb to show the teacher different ways to make 10
or record their thinking by drawing pictures or writing equations on the paper. Commented [c8]: Which? I think you should be clear
on this from the start. Can they write equations? If you
are going to have them do this, you should probably
-How will you monitor student thinking? What questions will you ask while circulating? model it during the launch
What will you look for?
● Before independent work begins, students will be reminded of norms. They
should be sitting quietly. Commented [c9]: This is about behavior, but notice
the prompt is about monitoring student thinking. What
will you be looking for. Draw on your thinking about the
-Include any differentiation strategies. mathematics here.
● If students are having difficulties grasping the concept of decomposition, ask the
students to come up with another way of making 10 with two numbers before
letting the students explore the different combinations on their own. Commented [c10]: I’m unclear how this helps students
who are having difficulties. If they are having difficulty,
they won’t be able to come up with another way… How
are you using 10 frames?
3. After (Discuss and Wrap-Up). End with a whole group sharing of strategies and
discussion of important mathematical ideas.
· How will you structure the sharing of strategies?
· What will you be listening and looking for?
· How will highlight the important mathematical ideas?
· What connections will you plan to make?
● Take teacher notes throughout to make sure that you remember everyone’s
ideas.
● Then in the discussion, create an anchor chart as a group with all of the
combinations students came up with throughout the lesson Commented [c11]: You have not answered any of the
prompts in this section. This part needs work! What
questions will you ask? Will you write the combinations
in a particular order to help them see patterns? What
questions will you ask to help them see those patterns?
Formative Assessment (used to inform your instruction)
How will you collect evidence of student thinking during this lesson? What will you be
looking for? This should relate directly to your articulation of the lesson goals. Commented [c12]: Formative assessment means you
are looking at how each child understands the
● The anchor chart created during the discussion will serve as a formative important mathematical ideas and how they
assessment and reference for future math work. The chart will show all of the understanding is developing. So you need to collect
some evidence from individual kids—this can be
different ways that you can make 10 with two groups of cubes. through you observations while they are working and
through what they say in discussions. But you need a
systematic way to keep track. Consider creating a chart
based on the strategies you anticipate seeing.
Accommodations
Describe accommodations for students who may find the material too challenging or
who may need greater challenge and/or finish early.
● For students who finish early, challenge them to record their thinking on paper. Commented [c13]: In words, equations? What does
this mean?
The teacher can also challenge the students by asking him or her to find ways to
make another number.
● For students who are having a hard time, go back to the example of doing it on Commented [c14]: Can you use the ten frame to help
here? How?
their fingers and model one of those. If they are still struggling, take the same
combination you modeled on your fingers and do it with the cubes to show them
that you can do the same thing with the cubes.
○ If the student needs further scaffolding, suggest the student to start with
number 1 by asking, “What if I have 1 cube here, how many more cubes
will I need to make ten? Is that one way of showing 10?