Connected Lesson Plan Supervisor Observation #2

SMP4. Model with Mathematics

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?)

There are many ways to represent a number.

Numbers can be composed and decomposed in a variety of ways.

Items can be grouped together to make them easier to count.

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.

with a written numeral 020 (with 0

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 numbers be composed and decomposed?

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

Objectives- What are you

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 does the position of a digit in a number affect its value?

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?

The student will:

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.

 Why are you teaching

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.

Evaluation Plan- How will

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.

Address the following:

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.

What Content Knowledge

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

teach this material?

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

knowledge is necessary for

a student to successfully

meet these objectives?

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?

Count verbally to 10 by ones.

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.

Explore the relationship between ten ones and ten.

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.

Inadequate part-part-total knowledge for the numbers 0 to 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.

Hot question: Relate to real life:

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

 How will materials be

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.

What will you do if

a student struggles with the content?

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

What will you do if

a student masters the content quickly?

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

Math Related Literature:

(What materials will you

use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)

Martin, Bill Jr. 10 Little Caterpillars.

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.

Wood, Jakki. One Tortoise, Ten Wallabies: A Wildlife Counting Book.

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

Clarifications to help us deliver the content:

Teen means one ten plus ones.

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.