Decomposing Numbers 11-19- Crystal Puentes

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The objective for the lesson is for the students to be able to decompose numbers 11-19 in multiple ways. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will be given the opportunity to participate in the lesson while it is being taught. In addition, students will demonstrate their knowledge concerning the decomposition of numbers 11-19 by their abilities to work in groups of four during an activity. Lastly, students will demonstrate their mastery of the concept through their completion of a worksheet where they will be asked to write the mathematical equations for numbers 11-19. What modifications of the above assessment would you use for language learners and/or students with special needs? Language learners and students with special needs will be given the opportunity to communicate with their peers during pair shares and the group activity. In addition, language learners and students with special needs will be given the opportunity to learn about decomposing numbers through the implementation of colors and manipulatives. Incorporating visuals and manipulatives will assist them in making further connections between the drawings and numbers that will be included on their worksheet. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have been learning about decomposing numbers 1-10 using manipulatives (red and yellow chips) and visuals (drawings). However, this will be the second or third day that they will be exposed to working with numbers 11-19 ( may vary depending on what is covered on Monday and Tuesday). Strategy to connect school learning with prior experiential knowledge and/or cultural background Students will continue to use red and yellow chips to decompose numbers 11-19, since this is also what was used to decompose numbers 1-10. They will also be asked to recall their prior experiences and knowledge in answering a question about decomposing numbers to introduce the lesson. Lastly, the students will be asked to refer to the calendar where ones and tens are mentioned and discussed daily. This will assist the students in making additional connections between the material being discussed and other lessons that are taught in the classroom. Pre-assessment strategy The students will be asked to talk to their neighbor and recall the information that they recently learned last week to solve a new problem in the beginning of the lesson. This will provide some information as what the students remember from previous lessons, in addition to whether or not the students have had experience in decomposing numbers 11-19. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be exposed to the following vocabulary: decomposing, ones, tens, plus, equals, and total. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. All learners will be given the opportunity to engage with the material being presented through the incorporation of pair shares, group work, visuals, and manipulatives. In addition, the students assessments will differ based on their ability levels. Students who have recently tested at the benchmark level will be asked to complete four problems working with numbers 11-19, in addition to being given the opportunity to create up to five decompositions of these numbers. Students who tested at the strategic level will be asked to complete four problems working with numbers 11-17, in addition to being offered the opportunity to create their own decomposition of numbers 11-17. Lastly, the students who recently tested at the intensive level, will be asked to complete four problems working with numbers 11-14, where they will be asked to decompose additional numbers (11-14) if they finish early. Good differentiation

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 03 min Teacher will write a problem on the board and ask the students to complete a pair share about how to answer the problem and what they think they will be learning today. Teacher will ask the students to share what they talked about with their partner. 8 min Teacher will use the first example in explaining the process of decomposing numbers. He/she will ask the students to complete a pair share about why it is important for them to know how to decompose numbers. Teacher will ask the students to raise their hand and share why they think it is important to know how to decompose numbers. Teacher will thank the students for sharing and will then give 2-3 more examples of how to decompose numbers 11-19. 7 min Teacher will tell the students that they will have a chance to work in groups of four to try and match different equations to the drawings being displayed. Sharing, tone of voice, and teamwork will be emphasized and discussed. Students will be divided into groups of four. They will be given a sheet with an equation (10+3=13) and they will need to match it to the drawings on the board in three minutes. Teacher will ask groups when they are ready to come up and paste their equation on the board. After the equations are all posted on the board, they will be reviewed. 7 equations will be handed out to the students. Students are working on the carpet with their groups to figure out where their card goes. 7 cards with 7 different equations with numbers 11-19 7 drawings on the board and 8 pieces of tape Students are sitting on the carpet listening to the instructions. Students are pair sharing. Students are raising their hand to share what they talked about with their neighbor. Students are sitting on the carpet listening. White board, dry erase markers, and a dry eraser Resources/ Materials White board, dry erase markers, and a dry eraser

Students are talking to their neighbor.

Students are raising their hand to share.

Students are sitting on the carpet and are responding (as a class) to certain questions.

White board, dry erase markers, and a dry eraser

Students are posting their equations next to the drawing that they think reflects their equation. Students will respond as a class to the different questions concerning the equations and drawings that are posted on the board.

5 min

The teacher will tell the students that they will also have a chance to decompose numbers individually and that on their desks they will have different manipulatives to help them in completing their worksheet. A few questions will be modeled with the students help. Students will also be told that if they finish their work early, they will be given the opportunity to make their own problems on the back of their worksheet. Teacher will remind students that when they hear the bell ring that they should put their manipulatives in their Ziploc bag, push in their chair, turn in their paper on the authors chair, and sit nicely and quietly on the carpet. Teacher will check for understanding as a group.

Students are sitting and listening.

Students will respond to questions when asked.

Students are responding to the teachers questions. When students names are called, they will go to their table and begin working. 28 worksheets, 27 pencils, and 27 bags filled with manipulatives

8-10 min

Students will be divided into groups (based on their ability level) and they will begin working quietly on their worksheet. *** Time will be called 5 min, 3 min, 1 min.

1 min

Bell will be rung and students will begin to clean up and turn in their papers. Students will be thanked for working so nicely and for listening to instructions. Teacher will ask the students to pair share about what we all worked on today and learned. A few pairs will be asked to share. The teacher will have the students all say what we worked on today as a class. Then the teacher will thank the class for giving him/her their attention and he/she will end the lesson with having the class say, I can do it, you can do it, we can do it! Then the students will be dismissed for lunch.

Students will stop working, clean up, and sit on the carpet. Students are sitting on the carpet listening. Students are talking to their neighbor about what they learned and did today. Students are raising their hand to share with the class. All students will say what they worked on today as a class.

Bell

5 min

Students are repeating after the teacher.