KatherineRolfe

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EvidenceofStudentLearning
KindergartenInclusionClassroom
KatherineRolfe
TowsonUniversity

KatherineRolfe
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School/ClassroomIntroduction
CradlerockElementarySchoolisatitle1schoolinHowardCountyMaryland.The
schoolservesadiversepopulationofthe482studentsenrolledintheschool.Cradlerock
Elementaryis44.6%AfricanAmerican/Black,22%White,16.8%Hispanic/Latino,8.9%mixed
races,and7.7%Asian.Withintheschoolpopulation14%areclassifiedspecialeducation
receivingservices.8.3%ofthestudentshavelimitedEnglishproficiency,49.1%ofthestudents
areconsideredFree/ReducedLunch,and>95%title1.
Thisclassisaninclusionkindergartenclassroomwith23students.Withinthe23students
4ofthestudentshaveIEPsreceivingspecialeducationservices.Thegeneraleducatorisinthe
roomgivinginstructionthroughouttheentireschoolday.StudentswithIEPsaresupportedbya
specialeducator,specialeducationparaandacloseadult.Thedemographicsofstudentswithin
theroomareconsistentwiththedemographicsoftheschool.
StudentsAandB,intheclassroom,areclassifiedwithAutismSpectrumDisorder,
studentCisidentifiedwithIntellectualDisability,andstudentDisidentifiedasDevelopmental
Delay.All4ofthesestudentsreceivespeechservicesforexpressiveandreceptivelanguage
skills.StudentsAandBreceivesconsultfromOTforsensoryneedsandproperpencilgrasp.
StudentCreceivesOTforfineandgrossmotorskillsandlifeskills.StudentDreceivesOTfor
muscletoneandfinemotorskills.
StudentsDisabletoreceiveservicesforacademicswiththegeneraleducatorunderthe
guidanceofthespecialeducatorwithintheclassroom.StudentDsacademicgoalsarein
reading.Thestudentalsoreceivespsychconsultforanxiety.

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StudentsA,B,andCreceiveinstructionfromthegeneraleducatorandspecialeducator
withintheclassroom.Theyalsoreceivesservicesoutsideoftheclassroomfor5hoursaweekin
reading.Thestudentsreceivepulloutservicesinmathwithintheclassroomsetting.
UnitIntroductionandLearningObjectives
Theunitplanwasforteachingstudentsthemathskillofdecomposingnumberswithin
10.TheobjectivetaughtisakindergartenCommonCoreobjective.Thefollowingistheexact
wordingoftheobjective

K.OA.A.3(gradeK):Decomposenumberslessthanorequalto10into
pairsinmorethanoneway,e.g.,byusingobjectsordrawings,andrecordeachdecomposition
byadrawingorequation(e.g.,5=2+3and5=4+1)
.
Thisunitisintendedfor3consecutive

daysofinstruction.StudentsA,B,andChavethelessondifferentiatedtomeettheirIEPmath
goals.StudentDdoesnothavemathgoals.Priortoteachingtheunitstudentsneedtohavean
understandingofadditionandsubtraction.
StudentsA,B,andCreceivemodificationsforeachlesson.StudentsAandBwillmake
setswithin10with1:1correspondenceandanswerthequestion,howmany,usingmanipulatives.
StudentCwillworkwithcountingandidentifyingsets13usingmanipulatives.StudentDdoes
nothavemathgoalsandisabletoperformtheskillsneededfordecomposingnumbers.
Lessononeoftheunitistheintroductiontodecomposingnumbers.Studentswill
decomposenumberswithin10usingnumbersbonds.Inthelessonstudentsareintroducedto
decomposingthroughtheuseofnumberbonds.Priortothelessonadecisionhasbeenmadeto
notusenumberbondspriortothelessontoreduceconfusionofotherskills.Intheinitiallesson
focusesonlearningtheneededskillsandworkingalongwiththeteachertosolveproblemsusing

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numberbondsDuringthelessontheteacherwillbetakingobservationalnotestoguide
instructionandfurtherlessons.
Lessontwoissimilartothefirstlesson,butwithlessteacherguidanceandmorestudent
independence.Studentswillusenumberbondstodecomposenumberswithin10.Inthesecond
lessonthestudentsareaskedtodecomposenumberswithlittleteachersupport.Aftereach
problemthegroupwillreviewhowtodecomposeandexplaintheirthinkingwiththeteacher
guidingwithquestions.Asthestudentsaredecomposingtheteacherwillbewritingthe
equationsforstudentstoseewhatthewrittenequationslooklike.Duringthelessontheteacher
willbetakingobservationalnotestoguidethelessonandfurtherinstruction.
Lesson3intheuniiswhenstudentsareexpectedtodemonstratetheirunderstandingof
decomposingnumbersindependentlywithlittletonoteacherguidance.Studentswilldecompose
numberswithin10usingnumberbonds.Inthislessonthereismoreformalizedassessment
done.Inthelessontheteacherbeginswithreviewinghowtodecomposenumbersandensurethat
studentsarecomfortablewiththeprocess.Afterthereviewtheteacherwillposestudentswith
decomposingproblemsforthemtocompleteindependently.Asthestudentsworkindependently
theteacherrecordsthestudentsresponsesasacheckforeachanswertheareabletocomplete.
AssessmentPlan
Priortolessonone,studentshavehadunitinstructiononadditionandsubtractionskills.
Assessmentdatawastakenattheendoftheunit.Thepreassessmentrequiredthestudentsto
readandsolveadditionandsubtractionequations.Intheassessmentstudentswereneededto
show/explainthemethodusedtosolvetheequations.Duringtheunitstudentsweretaughthow
todrawpictures,useanumberlineormanipulativestosolve.Thepreassessmentconfirmed

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studentsunderstandingofadditionandsubtractionallowingfortheunitondecompositiontobe
taught.
Duringtheunitondecomposingnumbers,formativeassessmentsweretaken
continuously.Throughouteachlessontheteachertakesobservationalnotesonstudentsprogress
andabilities.Duringtheinstructionofeachlessonthedirectionofquestionsandworkwas
guidedbythenotestakenofthestudentsunderstanding.Observationsweremadeforstudents
abilitiestodecomposenumberswithin10.
Theinitiallessonwasguidedprimarilywithteacherinstruction.Notesduringthislesson
consistedofstudentsbeingabletoworkwiththeteacherandsuccessfullydecomposenumbers
giventothemusingnumberbondsandmanipulatives.Ifstudentsshowedstrugglewiththeidea
ofbeingabletobreakanumberintotwopartstheirinstructionbecamemoreteacherleadwith
smallernumbers.Theuseofsmallernumberswasmadebecausenumbersbetween15canonly
bebrokendownoneway.Asstudentsshowedanunderstandingofdecomposingmovementwas
madeintolargernumbersthathavemultipleanswers.
Priortoteachinglessontwostudentswereregrouptoaccommodatethedifferentlevels
ofunderstandingfordecomposing.Therewerefivestudentswhostruggledduringtheinitial
lessonondecomposingandreceivedfurtherteacherdirectedinstructionontheskill.The
remainingstudentsintheclassmovedontothelessontwooftheunit.Observationalnoteswere
takenduringlessontwotoguideinstructionandadjusttheamountofteachersupportneeded.
Thethirdlessonintheunitconsistedofasummativeassessment.Thesummative
assessmentwasneededtoguideenrichmentandfurtherinstructionofdecomposingnumberand
otheralgebraicmathgoals.Theteacherobservedduringtheassessmentifstudentswereableto

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decomposeaspecificnumbertheyweregiven.Studentswereconsideredsuccessfulwith
decomposingiftheywereabletodecomposecorrectly3out4tries.
InstructionalObjectives
Theinstructionalgoalsforeachlessonweresharedwiththestudentsduringtheopening
ofthelesson.Theobjectivewaswordedandexplainedintermsthatwereageappropriatefor
kindergartenandtheirpresentlevelswithmathvocabulary.Intheexplanationoftheobjective
theuseofthevocabularyword,decomposing,wasusedtoensurestudentshadtheappropriate
wordforwhattheyweredoing.Eachgradelevelhasspecificvocabularythatisconsistentin
mathanditisimportanttoinitiallyteachappropriatevocabularytoensurefuturesuccessfor
students.Inthislessonitwasexplainedthattheyweregoingtobebreakingnumbersupinto
parts,decomposing.Avisualexamplewasgivensimultaneouslytoshowwhatwasmeantby
breakintotwoparts,holdingtwofistssidebysideandthenseparatingthem.
Studentsinthelessonwhohavetheirownmathgoalsformathwerenotrequiredtomeet
thegeneraleducationgoalofdecomposing.DuringtheESLunitstudentswiththeirown
individualgoalswouldjoininwiththesmallgroupinstructionwiththeircloseadult.The
studentswouldsitandlistenandbeguidedbythecloseadulttoattendtotheinstructionbeing
given.Onceinitialinstructionwasgivenandthesmallgroupwasgivenindependencethenthe
teacherwouldmoveandworkwiththestudentsandcloseadultontheirindividualgoal.Asthe
teacherwouldmovebacktoworkingwiththesmallgroup,thecloseadultwouldcontinue
workingwiththeindividualstudent.
Twoofthestudents,AandBhadagoalfocusedonmakingsetswithin10with1:1
correspondenceandansweringthequestion,howmany.Toexplaintothetwostudentsofwhat

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thegoalwas,theywereguidedwithhandoverhandoncountingasetofobjectsandanswering
howmany.Theteacherlaidouttheobjectsonthedeskinfrontofthestudentandwouldguide
themthroughcountingandthenanswering,howmany.Theywerethentoldthattheyweregoing
tocountasettotellhowmany.
StudentChadagoalofidentifyingsetsof13,with1:1correspondence.Herobjective
wasexplainedbyinitiallytellinghershewasgoingtocountcubes.StudentCwasthenpresented
with3cubesandwithhandoverhandguidancecountedthem.Afterthecountingwascomplete
itwasstatedthatshehadcountedthecubes.Instructionthencontinuedwithcountingsets13.
Duringlessononeoftheunittogainstudentsinterestanewmaterialwasusedfor
decomposing.Inlessononeanumberbondwasintroducedtostudents.Priortotheunitstudents
hadneverusedanumberbondandwereinterestedwithitwhenitwasbroughtoutfortheinitial
lesson.Theteacherinitiallycontrolledtheuseofthenumberbondandmanipulativestoinstruct
studentsonhowtousethenumberbondandhowtodecomposenumbers.Afetmodelingforthe
studentstheteachermovedintoallowingstudentstopracticeusingthenumberbond.Students
wouldtaketurnspracticingwithdecomposing.Duringthepracticetheteacherguidedwith
questionsonthethoughtprocess.Anexampleofaquestionaskedis,cansomeoneexplainhow
__decomposedthenumber__.Oncestudentsshowedanunderstandingofthenumberbond
theyweregiventheirowntouse.Duringtheindependentworkstudentswereguidedwith
questionsandencouragedtoturnandtalktotheirneighbors.Asstudentsworkedwiththeirown
numberbondsIwouldcheckinandaskstudentstoexplaintome,intheirwords,howtheywere
breakinganumberintoparts.Toincreasethecriticalthinkingofstudents,asthegroups
demonstratedanunderstandingofnumbersanddecomposingthem,Iaskedstudentsaspecific

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question.Iwouldgivestudentsanumberandaskthemifitwerepossibletobreakitdowninto
twoparts,thatwerenotcorrectparts.Studentswouldthenexplaintometheirthoughtprocesson
ifitwaspossibleornot.Usingthisquestiongavestudenttheopportunitytomakeadeeper
connectiontonumbersandwhattheyweremadeof.
Througheachlessontheteacherdecreasedtheamountofassistance.Forthegroupof
studentswhostruggledthroughlessonone,theyweregroupedtogethertohavelessonone
retaughttothem.Theuseofobservationaldatafromlessononeguidedtheregroupingfor
lessontwo.InthereteachingofthelessonIgavemoreteacherdirectedinstruction.Duringthe
reteachtheIwouldaskstudentstowalkmethroughthestepsofdecomposingagivennumber.
Afterthereteachofthelessonstudentshadanunderstandingofdecomposingandwere
readyforlessontwooftheunit.Thestudentswhohadreceivedreteachingfromlessononethen
receivedlessontwo.DuringtheteachingoflessontwoImovedataslowerpaceperforming
morecheckinswiththestudents.DuringthelessonIaskedstudentstoperformmore
demonstratingtasksthanIdidtheothergroups.
Theothertwogroupsintheclasscontinuedforwardwiththeremaininglessonoftheunit
withnoadjustmentsneedingtobemadetothegroupings.DuringeachlessonIwastaking
observationaldatatotrackstudentslearning.
InstructionalDecisionMaking
Throughouttheunitinstructionaldecisionsweremadebasedonstudentperformance.
Fromobservationaldatainlessononestudentswereregroupedaccordingtounderstandingof
skill.Studentswhodemonstratedaneedforreteaching,weregroupedtogetherfordaytwoof
instructionintheunit.ForthestudentswhorequiredreteachingIofferedadditionalsupport

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throughtheprocessandguidedstudentsthroughtheprocesstoensuretheywereunderstanding
eachstep.DuringthereteachingIfocusedmuchoftheinstructiononguidedpractice.Numbers
thatareonlyabletobedecomposedinonewaywereusedtolessenconfusionandensurefocus
wasontheskillofdecomposing.Oncestudentsreceivedreteaching,ondaytwo,theywereready
tomoveforwardwiththeremaininglessons.
Theremainingstudents,whodidnotreceivereteaching,movedontolessontwoand
consecutivelessonsasplanned.
AseachlessonwastaughtIcontinuedwithobservationaldata.Belowisanexampleof
thedatathatItookduringthelessons.Thisisthedatatakenofmycirclegroupduringthefirst
lesson.
Student

Data

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Belowisthedatacompiledfromthedayonelesson.

Ikeepgroupdatasheetswithstudentsnames.IntheareasnexttothestudentsnamesI
putadotforeachtimeastudentisabletodemonstratethefocusskill.Withtheskillof
decomposingIwasobservingforstudentstoperformtheskillofdecomposingaminimumof
fourtimes.IntheabovedatastudentsB,F,andGwerenotabletodemonstratetheskillof
decomposingwithaminimumoffourtimes.Thesethreestudentsalongwithfourstudentsfrom
myotherthreemathgroupsweregroupedtogetherforreteachingondaytwo.Thisnewgroupof
sixstudentsbecamemynewcirclegroupforthisunit.
Thefollowingdatashowshowthecirclegroupprogressedthroughtheremaininglessons.
StudentsfromtheothergroupsareA,C,DandB,F,Garethesamestudentsfromthedatasheet
above.
Student

Data

Data

Data

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Afterlessononestudentsdidnotalwaysdemonstratetheskillfourtimes.Imadea
decisiontonotregroupafterlessonbecauseofnotesthatIhadmadeduringlessons.Manyofthe
studentsmissingthefourthdemonstrationweremakingmistakesonothermathskillsthatwere
thencausingthemtomakemistakeswhiledecomposing.
InthefinallessonIassessedstudentsfortheirunderstandingofdecomposingnumbers
within10.IntheassessmentIwaslookingforstudentstodemonstratetheskillthreeoutoffour
times.Thefollowinggraphshowsstudentsfinaldemonstrationofknowledge.

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Reflection
Aftercompletingtheunitondecomposingnumbers,Ifeelasthoughitwasa
successfulunit.Allstudentswereabletoscoreatleast3outof4onthepostassessment.Inthe
postassessmentIwasobservingforstudentstosuccessfullydecomposenumbersgiventothem,
usingtheprocesstaughttothem.Withstudentssuccessfullyfinishingtheunit,futureinstruction
isnowfocusedonwritingtheequationsandusinganewmethod.
Duringlessononeitbecameevidentthatregroupingwouldbenecessaryforthefuture
lessons.Initialgroupingwasmadeondatatakenduringpreviousunitsandstudentsmath
abilities.Afterlessononestudentswereregroupedtoallowforreteachingofskillstoonesetof
students.Therewasagroupofstudentswhostruggledwithbreakingnumbersintotwoparts.
Thestudentsconsistentlywantedtoaddtothewholenumbertomakeanewnumber.In
reteachingIfocusedonremindingstudentsthattheywerestartingwiththewholeandwere
breakingitintoparts.DuringthereteachinglessonIusedconnectingcubesandhardthestudents
practicethemethodofbreakingasetintotwogroups.Istillwasusingthenumberbonds,but

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chosetohavestudentstakethegroupofconnectingcubes,fromthewhole,andthenbreakthem
andplacethemintothebottompartcircles.
Ihavebeenluckythisyeartohaveaclassofstudentswhohavesimilaracademiclevels.
AlthoughItaughtthesamelessontoeachgroupIvariedmyquestionsandnumbersusedbased
ontheirabilitylevels.WhenIretaughtthelessonondatwotomystrugglinggroup,Iused
smallernumbersthathadlesscombinationsavailable.Formyremainingtwogroups,thatdidnot
strugglethefirstday,Imovedintonumberswithmorecombinations,allowingstudentstosee
thattherewasmorethanoneanswer.
Ihaveagroupofstudentsthatreceiveacceleratedmathonceaweekwithinthe
classroom.Intheacceleratedgrouptheyareworkingwithfirstgradestandards.WhenIworked
withthesestudentsinmygroupsIfocusedmyinstructionofdecompositiononthefirstgrade
level.
ThisisnowthethirdyearIhavetaughtdecomposingnumbersandfeelthatstickingwith
onemethodtoteachtheconceptstobemostsuccessful.Inpreviousyears,Ihaveuseddifferent
methodsdependingonthegroup.WhenIhavedonethatithasmaderegroupingastruggleand
didntallowallstudentstolearneachmethodavailabletouse.Withfocusinginitialinstruction
ononemethodtomastertheskill,allowsstudentstonowlearnnewmethodswithoutbeing
focusedonunderstandingtheobjective,sincetheyalreadyhaveanunderstanding.
InthefutureIwouldliketomeetwiththemathspecialistonhowtobetterincorporate
mystudentswithIEPsintotheobjective.Withthreeofmystudentshavingobjectivesthatare
notatthesamelevelastheclass,makesitdifficulttoconnectthelessonswiththem.Iwould
hopetofindawaytomodifytheobjectiveinsuchawaythatweareabletoworkwiththeir

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individualgoalsandintroduceanewconcept.Wehaveattemptedthisinpastlessonsandhave
notalwaysbeensuccessful.Whatwefindisthatitconfusesthestudents.
ForthisunitIcollaboratedwithmycoteacheronthebestwaytointroducethe
decomposingconcepttomythreestudents.Wedecidedthatforthisunitwewouldhaveeachof
themincorporatedwiththesmallgroupsandhaveacloseadultassistwhiletheirgroupwas
workingwithme.WechosetohavethemattendtothelessonwhileIwasgivinginstructionand
thenonceindependentworkbegan,inthegroup,Iwouldtakeafewminutestowork1:1with
oneofthestudents.IfIwouldstepbacktoworkwiththerestofthesmallgroupthecloseadult
wouldcontinuemyinstruction.Theinstructiontheywerereceivingwasfocusedontheir
individualobjectives.
IncompletingthisunitIfoundthatIhavegrownwiththeCECstandardone,havingan
understandingofdevelopmentandindividualdifferences,torespondtotheneedsofindividuals
withexceptionalities.AlthoughIhavegrowninthisarea,IfeelthatIhavemoretolearn.This
yearhasbeenastrugglewithhowtoensureagroupofmyIEPstudentsarereceivinggradelevel
instruction,butstillhavingtheirindividualobjectivesandgoalsmet.Iamawareofwherethey
areacademically,butcontinuetoworkwiththebestwaytohavethemreceiveinstruction.Two
ofthestudentsareabletodemonstratebeginningunderstandingofkindergartenmathobjectives,
lettingmeknowthattheyarebenefittingfromtheformofinstructionwearegivingthem.Ihave
onestudentwhoisnotableto.Withthisonestudent,theyarewellbelowgradelevelworkingon
skillsthataretypicallylearnedataroundage3.Iamcontinuingworkingwithmycoteacheron
thebestwaytoinstructheratanappropriatelevel.

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TheassessmentsIusedinthisunit,Ifeel,demonstratemyunderstandingofCEC
standardfour.Inthatstandarditisimportanttouseassessmentsthatareappropriateforall
learners.ItriedtokeepthatinmindwhenchoosingtheassessmentformIwouldbeusing.Using
observationaldatawithperformancebasedassessmentsallowmystudentstobestdemonstrate
theirabilities.In,performancebased,Imeanthatstudentsareaskedtoperformataskusing
manipulatives,notpaperpencil.Withteachingthesestudentsforoverhalfaschoolyear,Iam
wellawarethatmystudentshavetheverbalreceptiveskillsnecessarytofollowwhatisbeing
askedofthem.MakingsurethatIwrotedownobservations,alsoassistedinbeingabletonote
wheremistakeswerebeingmadeandtolookforanyconsistenciesinstudentmistakes.

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Lesson1Reflection
OverallIfeltasthoughthefirstlessonofdecomposingwentwell.Ihadahandfulof
studentsspreadovermysmallgroupsthatstruggledwiththelesson.Iammakingthedecisionto
regroupandreteachthestudentswhostruggledwiththelesson.Iintendtousethesamelesson,
butusesmallernumberswithfewerdecomposingoptions.Iwillalsouseconnectingcubesto
visuallyshowthestudentsthebreakingofthewholeintotwoparts.Sincethisgroupcontinued
withwantingtoaddtothewhole,Ifeelthatemphasizingthevisualofbreakingthewholewillbe
importantforthegroup.DuringthereteachIalsointendtogivemoreteacherguidingthrough
theprocess.
FortheothergroupsIintendtomoveforwardwiththeplanneddaytwolesson.
IwillincorporateoneofmyacademicallylowIEPstudentsinthereteachinggroup.This
studentiscontinuingtoworkwithbasicnumbersenseandwouldbenefitfromobservinga
seconddayoflessonone.

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Lesson2Reflection
IncompletingthislessonIwasabletoobserveallstudentsgainingtheabilityto
decompose.Thegroupthatreceivedreteachingwasabletograspandunderstandingofthe
concepttobreakawholeintoparts.Iintendtomoveforwardwithmypreplanneddaythree
lesson.

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Lesson3Reflection
Lessonthreeisthefinallessonintheinitialinstructionofthemathunitofdecomposing.
NowthatIhavecompletedthelessonIhavedatatosupportmydecisiontomoveforwardwith
teachingstudentsanothermethodfordecomposingnumbers.Thesepastthreelessonswere
focusedonunderstandingtheconcept.Studentshavebeenabletodemonstrateanunderstanding
inthefinalassessmentgiveninthislesson.IintendtokeepthegroupsasImoveforwardwith
planningthenextstepofthisunit.ForthenextstepIhavealreadybeguntoreachouttoour
mathspecialistaboutmethodsIcanusetoteachfurtherintotheobjective.Shehaslookedatmy
dataandnotesandagreesthatmystudentsarereadytomoveforwardwithbeingabletoreadand
writeequationsfordecomposing.

4/17/2016

UDLExchange:Lesson

Decomposing numbers lesson 1

KatherineRolfe
0

LastUpdated:March13 Shared:Individual(1)

About This Lesson

DESCRIPTION
Inthislessonstudentswillintroducedtodecomposingnumberswithin10.
Thislessonwillbetaughttoakindergartenclasswithinatitle1school.ThepredominantracesintheschoolareAfricanAmerican,
whiteandLatino.
Theclassconsistof11boysand12girls.Thereare4studentswithIEP'sintheclassroom.3ofthestudentswithIEP'srequireclose
adultsupervisionbecauseoftheirdisabilities.These3studentsalsohavemathgoalsontheirIEP's.the4thstudentdoesnothaveany
mathgoals.

PREREQUISITES
Priortothislessonstudentsneedtohavenumbersenseanddemonstrateanunderstandingofadditionandsubtraction.

ESTIMATEDTIME
15minutes

Potential Use
PURPOSE:
GRADES:
CONTENTAREAS:
COMMONCORE:

ClassroomInstruction,SmallGroup
K
Math
Mathematics
OperationsandAlgebraicThinking
Understandaddition,andunderstandsubtraction.
CCSS.Math.Content.K.OA.A.3(gradeK):
Decomposenumberslessthanorequalto10into
pairsinmorethanoneway,e.g.,byusingobjects
ordrawings,andrecordeachdecompositionbya
drawingorequation(e.g.,5=2+3and5=4+1).

Goals
INSTRUCTIONALGOALS
Studentswilldemonstrateanunderstandingofdecomposingnumberswithin10.

OBJECTIVES
Studentswilldecomposenumberswithin5usingmanipulatesandwritingequations.

VARIABILITY
3outofthe4mathgroupsintheclasswillhavethismathlessonwithnoadjustmentsmade.
Theenrichmentmathgroupwillworkingwithdecomposingnumberswithin20.
Students1and2willhavealessongearedtowardtheirIEPgoals.Intheirindividualizedlessonthestudentswillbeworkingonmaking
sets110with1:1correspondenceandansweringthequestionhowmany.
Student3willhavealessongrearedtowardtheirIEPgoals.Inthislessonthestudentwillbeworkingoncountingsetscountingsets13
with1:1correspondenceandanwerthequestionhowmany.

Assessments
FORMATIVEASSESSMENTS
Observationswillbemadeduringthelessontoguideinstruction.

SUMMATIVEASSESSMENTS
Observationaldatawillbetakentoguidefurtherlessonsandensurestudentsarepreparedforthenextstepinthelearningprocess.

http://udlexchange.cast.org/lesson/2512391?print=true

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4/17/2016

UDLExchange:Lesson

Instructional Methods
OPENING
Tobeginhavestudentsingroupaccesstheirpriorknowledgeofnumberbondsandaddition.Askthestudentstosolvethefollowing
equation2+3=.

DURING
IntroduceNewKnowledge
Turnthenumberbondtheotherdirectionandtellstudentsthattodaytheywillbelearninghowtostartwiththebig,wholenumber,
andbreakitdownintothesmaller2numbers.Demonstratethisasyouspeakbystartingwith2bearsinthemaincircleandspliting
thembetweenthelowercircles,1ineach.
ModelNewSkillsandKnowledge
Modelstartingwiththewholenumberandbreakingitintothesmaller2numbers.
Asyouaremodelingwritethecorrespondingequations.
GuidedPractice
Givestudentstheirownnumberbondstopracticethemethod.
Inthegroupstudentswillallbeusingthesamenumebrs.

CLOSING
Toclosethislessonbringtheclasstogetherintowholegroupandreviewthestepsfordecomposingnumbers.
1.Drawanumberbondontheboardandplace4magneticcirclesintothelargecircle.
2.Askstudentstohelpsolvetofindthe2smallernumbersthatmakeupthewhole.

Materials
MATERIALSANDSUPPLIES
pretendskittlesinbags(3orangeand2green)
countingmanipulative
studentnumber
dryearasemarkers
magicearasers

RESOURCESINCLUDED

Collections that use this Lesson

KOA3KatherineRolfe
Thisisaseriesoflessonsintroducingandteachingkindergartenstudentshowtodecomposenumbers
andwriteequations.
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LastUpdated:7:54PMToday Shared:Individual(1)

Comments

http://udlexchange.cast.org/lesson/2512391?print=true

2/2

4/17/2016

UDLExchange:Lesson

Decomposing numbers lesson 2

KatherineRolfe
0

LastUpdated:March13 Shared:Individual(1)

About This Lesson

DESCRIPTION
Inthislessonstudentswillintroducedtodecomposingnumberswithin10.
Thislessonwillbetaughttoakindergartenclasswithinatitle1school.ThepredominantracesintheschoolareAfricanAmerican,
whiteandLatino.
Theclassconsistof11boysand12girls.Thereare4studentswithIEP'sintheclassroom.3ofthestudentswithIEP'srequireclose
adultsupervisionbecauseoftheirdisabilities.These3studentsalsohavemathgoalsontheirIEP's.the4thstudentdoesnothaveany
mathgoals.

PREREQUISITES
Studentswillneedanunderstandingofadditionandsubtraction.

ESTIMATEDTIME
15minutes

Potential Use
PURPOSE:
GRADES:
CONTENTAREAS:
COMMONCORE:

SmallGroup
PreKK
Math
Mathematics
OperationsandAlgebraicThinking
Understandaddition,andunderstandsubtraction.
CCSS.Math.Content.K.OA.A.3(gradeK):
Decomposenumberslessthanorequalto10into
pairsinmorethanoneway,e.g.,byusingobjects
ordrawings,andrecordeachdecompositionbya
drawingorequation(e.g.,5=2+3and5=4+1).

Goals
INSTRUCTIONALGOALS
Studentswillgainanunderstandingofdecomposingnumberswithin10intopairs.

OBJECTIVES
Studentswillusenumberbondstodecomposenumberswithin10intopairs.

VARIABILITY
Studentswillbeaskedtodemonstratedecomposingwithlowernumbersandhavingmanipulativesavailableforuse.
3outofthe4mathgroupsintheclasswillhavethismathlessonwithnoadjustmentsmade.
Theenrichmentmathgroupwillworkingwithdecomposingnumberswithin20.
Students1and2willhavealessongearedtowardtheirIEPgoals.Intheirindividualizedlessonthestudentswillbeworkingonmaking
sets110with1:1correspondenceandansweringthequestionhowmany.
Student3willhavealessongrearedtowardtheirIEPgoals.Inthislessonthestudentwillbeworkingoncountingsetscountingsets13
with1:1correspondenceandanwerthequestionhowmany.

Assessments
FORMATIVEASSESSMENTS
Observationswillbemadeduringthelessontoguideisntructionandquestions.

SUMMATIVEASSESSMENTS
Observationaldatawillbetakenduringlessontoguidefurtherlessons.
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Instructional Methods
OPENING
Tobeginthelessontheteacherwillreviewthepreviousdayslessonofnumberbondsusingmanipulatives.

DURING
ModelNewSkillsandKnowledge
Theteacherwillmodelforthestudentswritingthegivennumberalinthelargercircle(usingnumberbond).Thenusingtheassistance
ofmanipulativeswrite1waythenumbercanbebrokenintoparts.
Theteacherwillthenmodelthewritingofnumberals,butnouseofmanipulatives.Theywilldemonstratehowtousetheirfingersto
solve.
Througheachexampletheteacherwillwritethecorrespondingequation.
GuidedPractice
Studentswillbepresentedwithnumerals110andbeaskedtousethesamemethodastheteacher.
Duringpracticetheteacherwillwritetheequationsforthedecomposing.
PoseLeadingQuestions
Letstakeamomentandlookateachothersnumberbonds,dotheyalllookthesame?istheremorethanonewaytosolvethis
problem?
IndependentPractice
Studentswillbeaskedtorepresentdifferentnumbers.Theywillnotbesolvingthesamenumberasagroup.

CLOSING
Closing
Theteacherwilldrawanumberbondontheboardandaskstudentswhatitiscalledandwhattheyhavebeenusingitfor.
Decomposingnumbers
Theteacherwillpresenttheclasswithanumberandaskforastudenttocomeupanddecomposethenumber.

Materials
MATERIALSANDSUPPLIES
numberbonds
dryerasemaker
smallwhiteboard
magicerasers

RESOURCESINCLUDED

Collections that use this Lesson

KOA3KatherineRolfe
Thisisaseriesoflessonsintroducingandteachingkindergartenstudentshowtodecomposenumbers
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Decomposing numbers lesson 3

KatherineRolfe
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LastUpdated:March13 Shared:Individual(1)

About This Lesson

DESCRIPTION
Inthislessonstudentswillintroducedtodecomposingnumberswithin10.
Thislessonwillbetaughttoakindergartenclasswithinatitle1school.ThepredominantracesintheschoolareAfricanAmerican,
whiteandLatino.
Theclassconsistof11boysand12girls.Thereare4studentswithIEP'sintheclassroom.3ofthestudentswithIEP'srequireclose
adultsupervisionbecauseoftheirdisabilities.These3studentsalsohavemathgoalsontheirIEP's.the4thstudentdoesnothaveany
mathgoals.

PREREQUISITES
Studentswillneedanunderstandingofadditionandsubtraction.

ESTIMATEDTIME
15minutes

Potential Use
PURPOSE:
GRADES:
CONTENTAREAS:
COMMONCORE:

SmallGroup
PreKK
Math
Mathematics
OperationsandAlgebraicThinking
Understandaddition,andunderstandsubtraction.
CCSS.Math.Content.K.OA.A.3(gradeK):
Decomposenumberslessthanorequalto10into
pairsinmorethanoneway,e.g.,byusingobjects
ordrawings,andrecordeachdecompositionbya
drawingorequation(e.g.,5=2+3and5=4+1).

Goals
INSTRUCTIONALGOALS*
OBJECTIVES*
VARIABILITY
3outofthe4mathgroupsintheclasswillhavethismathlessonwithnoadjustmentsmade.
Theenrichmentmathgroupwillworkingwithdecomposingnumberswithin20.
Students1and2willhavealessongearedtowardtheirIEPgoals.Intheirindividualizedlessonthestudentswillbeworkingonmaking
sets110with1:1correspondenceandansweringthequestionhowmany.
Student3willhavealessongrearedtowardtheirIEPgoals.Inthislessonthestudentwillbeworkingoncountingsetscountingsets13
with1:1correspondenceandanwerthequestionhowmany.

Assessments
FORMATIVEASSESSMENTS
Observationalnoteswillbetakenduringthelessontoguideinstruction.

SUMMATIVEASSESSMENTS
Studentswilldecomposeagivennumberindependently3/5timescorrectly.Theteacherwillrecordonaseperatepaperifstudents
wereabletoperformthetask.thisdatawillguidefurtherinstructionandregrouping.

Instructional Methods
OPENING
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Introduction
Toopentheteacherwillbrieflydiscussthepriordayslessontoactivatepriorknowledge.

DURING
GuidedPractice
Oncethestudentspriorknowledgeisacitivatedtheteacherwillguidethroughsomepracticeproblemsofdecomposingnumbers.

IndependentPractice
Inthislessontheteacherwillbeaskingstudentstocompletedecomposingproblemsindependently.Duringthisindependentworkthe
teacherwillberecordingstudentswhoaremasteringtheskillofdecomposingandthosewhowillrequirefurtherinstruction.

CLOSING
Closing
Toclose,inwholegroup,theteacherwillaskstudentstodecomposethenumber8.Studentswillbeabletoshareandshowtheir
responsesontheboard.Theteacherwillremindstudentsthatthereismorethanonewaytodecomposethenumber8.

Materials
MATERIALSANDSUPPLIES
dryeraseboards
dryerasemarkers
manipulatives
teacherrecordingsheet

RESOURCESINCLUDED

Collections that use this Lesson

KOA3KatherineRolfe
Thisisaseriesoflessonsintroducingandteachingkindergartenstudentshowtodecomposenumbers
andwriteequations.
0

LastUpdated:7:54PMToday Shared:Individual(1)

Comments

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