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- summary
- third lp k1
- Assessing Young Learners
- philosophy of assessment
- Assessment
- intern portref
- assessingstudentlearningassignment2-discussionexplanation
- habitatmuralday1 lessonplan
- fresh ideas lv
- e9 syllabus
- first grade lesson plan
- unit plan wonders
- edfd452 at2 critical reflections elsie stoel
- teaching philosophy
- Reflective Checklist on the Assesment Process 2014
- Introduction_3.doc
- Assessment Practices- Student-s and Teachers- Perceptions of Clas
- task 2 fixing
- activity 6 1
- classroom assessment

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a.

Construct visual models using concrete or virtual manipulatives, pictures, or drawings to represent problems in multiple ways.

Lesson Content

What Standards (national

or state) relate to this

lesson?

(You should include ALL

applicable standards. Rarely

do teachers use just one:

theyd never get through

them all.)

MAFS.K.CC.1.3

Read and write numerals from 0 to 20. Represent a number of objects

representing a count of no objects).

http://www.cpalms.org/Public/PreviewStandard/Preview/4908

Essential Understanding

(What is the big idea or

essential question that you

want students to come away

with? In other words, what,

aside from the standard and

our objective, will students

understand when they finish

this lesson?)

Place value is based on groups of ten (10 ones = 10; 10 tens = 100).

The digits in each place represent amounts of tens, or ones (e.g. 18 is 1 group of ten + 8 ones).

There are patterns to the way numbers are formed. For example, in the teen numbers, the one remains fixed and

the units change.

MAFS.K.CC.2.5

Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle,

or as manya as 10 things in a scattered configuration; given a number from 120, count out that many objects.

http://www.cpalms.org/Public/PreviewStandard/Preview/5289

How do I determine the most efficient way to represent a number (pictorial, symbolic, with objects) for a given

situation?

In what ways can items be grouped together to make them easier to count?

teaching?

(Student-centered: What will

students know and be able to

do after this lesson? Include

the ABCDs of objectives:

action, behavior, condition,

and degree of mastery, i.e.,

"C: Given a sentence written

in the past or present tense,

A: the student B: will be able

to re-write the sentence in

future tense D: with no

errors in tense or tense

contradiction (i.e., I will see

her yesterday.)."

Note: Degree of mastery

does not need to be a

percentage.)

Rationale

Address the following

questions:

How are place value patterns repeated in numbers?

How does using the base ten system make it easier for me to count?

How does the place value system work?

Compose and decompose numbers from 11-19 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 (e.g. 18 = 10 + 8).

Gain an understanding that the numbers 11-19 are composed of ten ones and one, two, three, four, five, six,

seven, eight, or nine ones. (Kindergarten students should see addition and subtraction equations, and student writing of

equations in kindergarten is encouraged, but it is not required). We will replace the word and with the symbol +, it

isn't required but we should expose them to its meaning.

Students explore and represent numbers 11-19 using representations, such as manipulatives or drawings. Using

groupable models,

snap cubes, or connecting cubes allows students to clearly reflect the relationships of ones and tens, and hundreds for

which the ten

can actually be made and grouped from ones. It is important that students construct the concept of place value rather

than having the

concept of place value shown to or told to them.

I am teaching this objective to develop the base ten concepts, having students decompose numbers 11-19 will begin to

build number sense concretely. They will begin to make sense of foundations of the place value system.

this objective?

Where does this

lesson fit within a larger

plan?

Why are you teaching

it this way?

Why is it important

for students to learn this

concept?

I am also hoping to ask estimation in the whole group activity by asking students if they think a number is closer to ten

or twenty.

It is important for students to construct the concept of place value rather than having the concept of place value shown

to or told to them. Like all mathematics concepts in the early grades, place value should be first taught as a concept

rather than as a procedure, and they should be using concrete materials to do so. Playing games that relate to real-life

situations can

help children build their knowledge of place value and enrich their number sense.

you know students have

mastered your objectives?

Formative Assessment

Students will be complete a pre assessment that will determine instructional procedure. Based on results, teacher will

reinforce or reteach concepts as needed.

What formative evidence

will you use to document

student learning during this

lesson?

What summative evidence

will you collect, either

during this lesson or in

upcoming lessons?

Summative Assessment

Students will complete the performance task that they have to write, draw, and represent the teens. Students will

represent the teen numbers with tens frames, linking cubes, and tally marks. There will also be a rubric given for

teachers can assess the students comprehension.

decomposition: breaking a number into two or more parts to make it easier with which to work.

is necessary for a teacher to Example: When combining a set of 5 and a set of 8, a student might decompose 8 into a set of 3 and a set of 5, making

it easier to see that the two sets of 5 make 10 and then there are 3 more for a total of 13.

Decompose the number 4; 4 = 1+3; 4 = 3+1; 4 = 2+2

represent: display addition or subtraction processes using concrete materials, pictures, numbers, words, or acting it

out.

subitizing: the ability to recognize the total number of objects or shapes in a set without counting. Example:

Recognizing that this face of a cube has five dots without counting them.

What background

a student to successfully

How will you ensure

students have this previous

knowledge?

Who are your learners?

What do you know about

them?

What do you know about

their readiness for this

content?

Identify written numerals 0-10.

Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.

Represent a number (0-5, then to 10) by producing a set of objects with concrete materials, pictures, or

numerals.

For any given quantity from 0 to 5, use objects or drawings to find the quantity that must be added to make 5.

What misconceptions

might students have about

this content?

3.

Thinks of a two-digit number additively in terms of ones. Example: 13 is thought of as 1 + 3 rather than 10 +

Recording a number that has zero ones. Example: 1 ten +0 ones = 1 instead of 10.

An inability to trust the count.

Little or no sense of numbers beyond 10 (e.g., fourteen is 10 and 4 more).

Lesson Implementation

Teaching Methods

(What teaching method(s)

will you use during this

lesson? Examples include

guided release, 5 Es, direct

instruction, lecture,

demonstration, partner word,

etc.)

Whole group- We Do- Demonstrate with whole class on decomposing the number 15

Independent Work-Students worked on representing the numbers 11-15 to model mathematics (SMP #4)

Day 2

We will introduce the number 16 as: ten and 6 make 16 and have student model the number in any form they chose.

Step-by-Step Plan

Time

(What exactly do you plan to

do in teaching this lesson?

Be thorough. Act as if you

needed a substitute to carry

out the lesson for you.)

Where applicable, be sure to

address the following:

What Higher Order

Thinking (H.O.T.) questions

will you ask?

Who is

responsi

ble

(Teacher

or

Students1.

I want to bake brownies for my kindergartners and I need 15 eggs. I look in my refrigerator and I

only have 10, how many more do I need?

I will first state a purpose for learning the material. We have to learn about the teens because this

will help us count numbers 11-20 and start to learn place value.

)?

2. I will introduce the tens and one more method and show the kids how to represent the numbers

with linking cubes tens frames and show that 10 and 3 more is 13 or 4 more is 14 and so on.

Introduce the and as adding.

3. Have students model the numbers 11-15 using popsicle sticks for tally marks,

5 min

Teacher googly eyes for alien face, bead bracelets, rainbow pompom, counters in ten

distributed?

Who will work together in

groups and how will you

determine the grouping?

How will students

transition between activities?

What will you as the

teacher do?

What will the students do?

What student data will be

collected during each phase?

What are other adults in

the room doing? How are

they supporting students

learning?

What model of co-teaching

are you using?

20

min

Both

10

min

Both

frame and linking cubes. Students will rotate to get exposure to the numbers

11-15. Teacher will use a checklist to mark off students that need

reinforcement(X) or enrichment .

4. Rotate students to another table( may not finish)

5. Complet Go Math for the number 15.

DAY 2

Whole group- We Do- Demonstrate with whole class on decomposing the number 16.

T- will demonstrate the number 16 is a group of ten and 6 additional with the use of linking cubes

under the elmo.

Include an estimation question: Is 16 closer to ten or to 20?

T- Will ask a student to model the number 16 using counters under the elmo.

S- Will draw counters.

T- Will ask the class to count the counters the student used to model 16.

Students will work on the Go Math pages we didn't get to yesterday and complete the worksheet

for #16. The number 15 for the individual book will be done during morning work.

We will include math centers during social centers and encourage students to model numbers they

are familiar with in any medium they choose to do so or they can practice the numbers from

previous lessons.

Using my pre assessment data and observations during instruction I may pull a small group for reinforcement.

Students who master the concept quickly will be able to model a tricky teen in a different way and work on

decomposing other numbers of their choice. Numbers that have not been taught( 16-19)

Meeting your students

needs as people and as

learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?

Students are participating in hands on activities with mediums they enjoy. ((Kinesthetic)

If applicable, how does this lesson connect to/reflect the local community?

Students must understand the place value of the teens because students need to be able to count to move on to the next

concept which is place value.

How will you differentiate instruction for students who need additional challenge during this lesson

(enrichment)?

Students will be encouraged to show me a different way of modeling numbers 11-15. Such as writing the number

word, writing an addition sentence, demonstrate decomposing it.

How will you differentiate instruction for students who need additional language support?

I plan on working with the two students or pair them with a partner who is considerate and helpful.

Accommodations (If

needed)

(What students need specific

accommodation? List

individual students (initials),

and then explain the

accommodation(s) you will

implement for these unique

learners.)

Model, model, and model some more. Give concrete explicit instructions.

Materials

use? Why did you choose

these materials? Include any

resources you used. This can

also include people!)

Notes: A different caterpillar appears on each spread and moves through a lovely garden scene. This final spread of

this rhyming book features a countdown of each caterpillar.

Notes: The counting units extend beyond 10.

http://www.k-5mathteachingresources.com/support-files/mydoubletenframeriddle.pdf

http://www.k-5mathteachingresources.com/support-files/tensandoneswithunifixcubes.pdf

Linking Cubes

Playdough and googly eyes

Pipe Cleaners and beads

Popsicle sticks

Construction paper

Tens frame

Glue

Pompoms

The verbal counting sequence for teen numbers is backwards we say the ones digit before the tens digit. For example 26

reads tens to ones (twenty-six), but 16 reads ones to tens (six - teen).

To develop a strong sense of place value, students should have practice both reading the number as well as describing the

quantity. For example, for 19, the students should read nineteen and state that it is one group of ten and nine more. Some students

may be able to record that 19 = 10 + 9. Teaching the teen numbers as one group of ten and some extra ones is foundational to

understanding both the concept and the symbol that represent each teen number. For example, when focusing on the number 14,

students should count out fourteen objects using one-to-one correspondence and then use those objects to make one group of ten ones

and four additional ones. Students should connect the representation to the symbol 14. Students should recognize the pattern that

exists in the teen numbers; every teen number (except eleven and twelve) is written with a 1 (representing one ten) and ends with the

digit that is first stated.

Using groupable models such as interlocking cubes allows students to clearly reflect the relationships of ones and tens, for

which the ten can actually be made and grouped from ones. It is important that students construct the concept of place value rather

than having the concept of place value shown to or told to them. It is unnecessary to use pre-grouped materials, such as base ten

blocks, with students in Kindergarten.

When using snap cubes or connecting cubes, monochromatic versus multi-colored are more effective for transfer. For example,

when building a train of 10 cubes, the cubes used should all be the same color. Otherwise, the student can be distracted by the

different colors used or the patterns within the train.

It is important for students to use both concrete groupable base ten materials and virtual manipulatives.

The use of a double ten frame allows students to build a set of ten and some more. When using the double ten frame vertically,

students should fill the left-hand frame first. This is so that when writing the number represented, the student can see that the "1" lines

up with the group of ten, and the extra ones line up with the corresponding digit. By using the ten frames vertically and filling the

squares from the bottom, the student can visualize the number they are working with.

Students should also practice using the double ten frame horizontally, as well.

Children can use layered place value cards to see the 10 hiding inside any teen number. Such decompositions can be

connected to numbers represented with objects and drawings.

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