EDUC 2000 Spring 2019

Name:
Lesson Plan (Word Problem Tutoring)

Name: Mary Jane Walker Grade Level: First Grade Date: April 9, 2019 Group Size: 1

Subject/Lesson Topic: Decompose to make 10 and add on

Objectives: The student will be able to successfully use the associative property of addition to
correctly decompose numbers to make 10 before adding on.

CCSS Standards:
CCSS.MATH.CONTENT.1.OA.C.6
-Operations and Algebraic Teaching
Add and Subtract within 20
6. Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten; decomposing a
number leading to a ten; using the relationship between addition and subtraction; and
creating equivalent but easier or known sums.

Contextual Factors: When planning the lesson contextual factors such as child’s ability to
decompose to make a 10 and add on, relative to their age and development were considered.

Teacher Materials/Resources:
 Cup
 10 double sided chips
 combination worksheet
 word problem worksheet

Student Materials/Resources:
 pencil

Lesson Procedure and Activities:

a. Warm-up activity: The child will be handed 10 double sided chips. The child will then be asked
to mix the chips in a cup and pour them out. Then the child will count how many of each color
and write it down as an equation. The child will repeat this process 5 times. This will help the
child visualize the multiple ways in which a set of numbers can be combined to make 10.

b. Activities: First I will model how I want the child to solve the word problems using
number bonds that decompose to make 10 and add on the rest. The three word
problems given to the child are all part-part-whole (whole unknown). I chose to use
these types of problems because during my last interview the student was mainly using
direct modeling strategies to solve problems so I wanted to give the student a more
advanced strategy.

 “Have you seen this type of strategy before?”

 “Which of the two numbers is closer to ten?
 “How many more does # need to get to 10?”
 “How can we break the other number so we have enough to make 10?”

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EDUC 2000 Spring 2019
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 “Now what do we do with the extra number left over?”

Formative Assessment/Evaluation: The child will have met the objective when she successfully
completes 2 of the 3 word problems correctly.