About This Lesson

DESCRIPTION

This lesson is a mathematics lesson is for a kindergarten/first grade students of 5-6 years of age.
This lesson will introduce the different ways to make the number ten, using two parts. They will
show the parts using a ten-frame, number bond, and number sentence. I have a tablet and desktop
to utilize in the classroom during this lesson. This lesson will build on foundational addition and
subtraction skills. They will understand that a whole number can be decomposed into parts; that
will eventually be known as addition or subtraction.
Beverly (low-incidence) Beverly has been diagnosed with autism, and she has delays in
speech/language, social and academics. She does not have productive speech and she tends to be
more disruptive during Language Arts instruction. She does not respond well when asked to
respond to verbal directions. She benefits from routines and visual supports. She also works well
independently.
Cameron (high-incidence) Cameron has been diagnosed with developmental delay. He has
deficits in math, reading, speech/language and social emotional/behavioral. He receives services
for academics, speech/language, and social skills. He is below grade level. He is able to
communicate with others, but he struggles to use final consonants and this can be difficult when
communicating. He benefits from using a visual schedule and behavior chart to encourage
acceptable behavior throughout the day. Cameron becomes frustrated when completing work
independently and enjoys partner work or small group instruction.
Zoe(GT) Zoe was given a GT assessment at the beginning of the year and scored within the GT
range. She enjoys completing her work quickly and quietly. She likes to help others when she has
completed her work. She can become very upset if she makes a mistake.
Nancy (ELL) Nancy is an English language learner who struggles to understand verbal
directions, as well as communicate effectively using words. She is able to point and use a few
English words to convey her needs or wants. She benefits from the use of pictures. She can be
very shy and hesitates to work with others.

PREREQUISITES:
Students will need to have an understanding of numbers 0-10.
Students will need to be able to utilize a ten-frame.
Students will need to be able to make sets of a given number to 10.

ESTIMATED TIME
1 HR 15 MINS.

Potential Use
PURPOSE:
The purpose of this lesson is to introduce decomposing a given number into two part. It is the
introduction to addition. It also is giving students multiple ways of representation that are crucial
to common core expectations (ten-frame, number bond, and a number sentence). It will be given
in a whole group setting, as well as small group instructional time.

GRADES: K-1

CONTENT AREAS: MATHEMATICS

COMMON CORE:
K.OA.3 OPERATIONS AND ALGEBRAIC THINKING
DECOMPOSE NUMBERS LESS THAN OR EQUAL TO 10 INTO PAIRS IN MORE THAN
ONE WAY,

Goals
INSTRUCTIONAL GOALS

Students will be able to:

-Be able to decompose the number 10 into two parts more than one way.

OBJECTIVES
Students will show how to make 10 using a ten-frame, number bond, and number sentence.

VARIABILITY
PART I: APPLICATION OF UDL
I will be using a specific teaching technique, Guided Math. This means, I will be doing the
majority of my explicit teaching in a small group setting. I teach a kindergarten/first grade split
class and need to teach two different curriculums in the same period. This will allow me to
present information in multiple ways for the needs of each unique learner. I will present the
objective and whole group model a few times, before allowing my student to come in groups of
four to receive small group instruction based on their individual learning needs. I will also be
using an interactive board to allow for visuals, as well as two colored counters, and the use of
crayons when completing their work independently/small group setting. I will also be utilizing
our floor number bond to show parts using our classmates (this is something we have used in
class when learning about number bonds prior to this lesson). It is a big number bond made on
the floor with tape, and the students use their bodies to show the parts of a whole number.

PART II: ACCOMMODATIONS & MODIFICATIONS

I have two students with IEPs. They both are allowed to be given the use of manipulatives to
support instruction. As well as, check for understanding throughout instruction. Cameron and
Beverly will be in a small group with me during instruction and will be given colored counters to
show parts in the ten frame, as well as the number bond.
Beverly: I will be allowing Beverly to use a visual example of what is expected and she will use
this as an example to guide her in her activity. Both of my students with IEPs are allowed more
time to complete given assignments, so I may not finish this lesson with them in one sitting. I
will be utilizing a visual schedule for all of my student, including a visual timer. This is an
accommodation to my two students with IEP as well, but I am utilizing it for the entire class to
help with transitions and timing during small groups and workstations.

Assessments
FORMATIVE ASSESSMENTS
After my students meet with me in a small group and practice the skill with me, they will be
given a booklet to practice decomposing the number 10 into parts on their own during
independent practice. I will use this booklet, to gain an understanding of how my students have
grasped the skill and can apply it on their own. This will determine my next steps for the next
days lesson, and small group instruction. Students will get the opportunity to revisit their
booklet and look for corrections and fix them on their own.

flexible summative assessments that provide an accurate picture of student skills and understanding
-

SUMMATIVE ASSESSMENTS

Students will be given an assessment at the end of the week, once we have practiced the skill
multiple times in different ways. It will be a ten frame that they need to fill in using an object of
their choosing or by drawing circles inside. This will be a one on one assessment that students
can explain their thinking, use manipulatives and writing to complete. I will also be using a
checklist, to check for understanding throughout the week. It will record knowledge of ten frame,
part-part-whole relationship, number bond, and number sentence set-up.

Instructional Methods
OPENING
THIS WILL BE MY WHOLE GROUP 20 MINUTE INTRODUCTION LESSON
1. We will go over our objective for the day using the SMARTboard. It will have a picture,
as well as a sentence to read. We will make 10, using two parts with a ten-frame,
number bond, and a number sentence.
2. We will review vocabulary (ten frame, number bond, and number sentences/equations)
using word bank and pictures to connect.
3. I will model putting 1 red circle in the ten frame and ask the children how many do I have
in the ten-frame? How many more do I need to fill the 10-frame?
4. 9 and 1 make 10! We can also write that in our number bond! Lets review our number
bond (part-part-whole).
5. Now we are ready to complete our number sentence! Lets begin with 1 and add 9 to get a
sum of 10, 1+9=10. We can also switch the parts to make 9+1=10. We know that 1+9
is equal to 9+1...both of these equations equal 10!
6. Lets record 1+9 on our anchor chart for Making 10! We can also add 9+1 because we
know that 1 and 9 is the same as 9 and 1. (Anchor chart will be on the board next to the
projector).
7. We will continue to move forward as I allow students to come up and assist while also
completing on their own individual white board.
8. As we finish our whole group mini-lesson, we will review all the different way to make
10, and re-read our objective to reflect on what we have learned.

DURING THIS WILL BE MY SMALL GROUP INSTRUCTION. I WILL HAVE

THREE GROUPS OF FOUR STUDENTS TO TEACH EXPLICITLY TO THEIR
UNIQUE LEARNING NEEDS.
SMALL GROUP GUIDED MATH PLANNING SHEET
Group 1 Group 2 Group 3 Group 4 members:
members: members: members: *Cmeron
Group 1: 1st grade Khristian Aryana Olivia *Beverly Group 2: (k)
Standards: Sarah Javon Michael *Nancy Standards:
1.nbt.a.1-number and operationsAmauri
in base ten Rozhia Kayla Ariyanna K.oa.3 operations and algebraic thinking
Objective: we will use the place*Zoe
value(kchart toTynell
record and name tens and ones within a two-digit number.
Jayon decompose numbers less than or equal to
1. Students have 4 - 10 rods.
but gt)Show 17 with hide zero cards. (intensive) Objective: we will show how to make 10
2. Pull 17 apart- we have 10 and 7. Show me 1 ten and(proficient)
(strategic) 7 ones.
3. Introduce a place value chart. Fill it in for the number 17.
(first Students will complete two problems with
4. Show 27, 37, 23, 32grade) with a partner with my assistance.
5. Exit slip When my students go to their independen
 6. Give problem set to complete at independent make 10 booklet showing different ways t

Materials needed: place-value chart, 4.2 problem set, 4.2 exit slip, tens and ones manipulatives Materials needed: make 10 book, make 10
Group 3: (k) Group 4: (k)
Standards: Standards:
K.oa.3 operations and algebraic thinking K.oa.3 operations and algebraic thinking
decompose numbers less than or equal to 10 into pairs in more than one way, decompose numbers less than or equal to
Objective: we will show how to make 10 using different ways. Objective: we will show how to make 10

Students will work with a partner to complete their make 10 booklet. If they do not finish they will finish Students will continue working to comple
during independent work time. 10.
-they will review what they have done, an
If they finish- they can choose a math practice paper from the shelf. manipulatives.

Materials needed: make 10 book, make 10 independent work,crayons * visual example using anchor chart.
- students will complete with manipulativ

-independent work during independent w

Materials needed: make 10 book, colored

for 11.
Accommodations:
C.w: preferential seating, helpful partner, check for understanding, ask to repeat, positive reinforcement
B: visual chart, preferential seating, check for understanding, positive reinforcement
N: pictures, visual support, repeat directions

CLOSING
Students will meet on the carpet to review the objective from the beginning of the lesson. We will give a thumbs up or thumbs
down to show how we feel about what we have learned. I will ask for two students to show what they have learned on the board,
using the floor number bond, their words, or by showing their completed work.

Materials
MATERIALS AND SUPPLIES
Floor Number Bond Visual Chart
SMARTboard Activity Pictures
Make 10 Booklets Timer
Colored Counters
Crayons
Assistive Technology
Assistive Technology (Beverly)
High Tech: Beverly is able to use Go Talk 4. This is a simple devise that displays four speech
buttons. This will help her difficulties with speech. These speech buttons are picture cues for
communication and 20 messages may be recorded to expand the capacity of this tool. She is
able to use this throughout the math lesson to communicate if she is understanding, or to
communicate by responding to an answer. This will help aid her in her frustrations when being
asked to respond through a verbal direction.
Low Tech: Beverly is able to utilize the visual schedule throughout our math instructional period
to help with transitions and maximize routine.

Assistive Technology (Cameron)

High Tech: Choiceworks. This is an app that I can use right on my tablet for Cameron. It is a tool
to help with daily routines, and to control feelings. It helps Cameron work through his day while
also making good choices to get along with others. He uses this throughout his school day, not
just during this lesson. It is extremely helpful during workstations (when he is working with a
partner to play a game/complete an activity).
Low Tech: Cameron utilized the timer and visual schedule in our classroom to maximize routine
and help during transition.

Diverse Learners
My ELL learner (Nancy) will benefit from the pictures and visual representation that I am
providing for my students with communication needs too. The vocabulary review with picture
representations at the beginning of the lesson will help her as well. Nancy ill have repeated
directions with cues as well.

My GT student, Zoe was given a pre-test that showed her mastery of this skill. She is performing
on a first grade level and is grouped accordingly. She is practicing the first grade skill being
taught (Place Value) with my first grade group, as well as reviewing the previous learned skill of
making 10, during our whole group mini-lesson.