IDAHO STATE DEPARTMENT OF EDUCATION
Materials Bank
Composing and Decomposing Numbers within 20
Lesson: Mathematics , Grade(s) KG
Students will explore numbers within 20 using manipulatives (ten frame) with teacher guidance in order to develop understanding of place value.
Duration: 20 Minutes
Lesson
Lesson Plan Template (if applicable)
21st Century Classroom Lesson Plan
Idaho State Department of Education Students Come First
Developed According to the Charlotte Danielson Framework and
Universal Design for Learning (UDL)
Charlotte Danielson Framework ­ This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching,: 1a:
Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources;
1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.
UDL – This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including;
1. Multiple means of representation,to give diverse learners options for acquiring information and knowledge,
2. Multiple means of action and expression,to provide learners options for demonstrating what they know,
3. Multiple means of engagement,to tap into learners' interests, offer appropriate challenges, and increase motivation
Lesson plans created by educators for submission into Idaho’s Learning Management System (LMS) Schoolnet must include these components. For information on Universal
Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;
http://.cast.org/
For additional instructional materials in Classrooms, visit https://sn.sde.idaho.gov/414
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IDAHO STATE DEPARTMENT OF EDUCATION
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Bloom’s Revised Taxonomy – This lesson plan includesBloom’s Revised Taxonomy as a component.
*Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan template is based upon the CAST
UDL Lesson Plan Builder but includes extra fields specific for submission into Idaho’s Schoolnet Learning Management System and must be completely filled in ( unless labeled * for optional) to facilitate entry into
a searchable state­wide and national online database. Educators are not limited to the space provided as the table will expand to fit the entries.
Name: Carol Stastny
Email: (not published) [email protected]
District Name: Kimberly
School Name: Kimberly Elementary
District Number: 414
School Address: 141 Center St. West Kimberly, ID 83341
School Phone: 208­423­4170
Administrator Name: Craig Maki
Lesson Overview
Unit: Place Value
Lesson Title: Composing and Decomposing Numbers within 20
Subject: Math
*Subheading:
Duration: 20 minutes
Grade Level(s): Kindergarten
Course: (Please choose from the dropdown list provided)
Big Idea or Focused Investigation: Numbers can be composed and decomposed .
Enduring Understandings: Students will understand that a group of 10 is composed of 10 single units.
Essential Question/s: Why do we group numbers into tens and ones?
Description
Lesson Description: Describe the primary nature (e.g. hands­on, inquiry, project based etc.), whether interdisciplinary or single­subject and how it relates to a
broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within Schoolnet. Make sure you provide enough information
on this lesson plan that it can be replicated.
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IDAHO STATE DEPARTMENT OF EDUCATION
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Description:
Students will explore numbers within 20 using manipulatives (ten frame) with teacher guidance in order to
develop understanding of place value.
Goals and Objectives
(Framework Domain 1c: Setting Instructional Goals)
Goals and Objectives:The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion.This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer.
Unit/ Lesson Goal/s: Students will gain expereience in representing numbers in groups of tens and ones.
Lesson Objectives:
Students will be able to compose and decompose numbers from 11 to 19 into a group of ten and one(s) and
represent it using objects, drawings, or an equation.
Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content
standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or
use the internet links provided to access then copy and paste into the document)
IdahoStateContent Standards:
Common Core State Standards (English Language Arts and Mathematics):
K.3NBT: Number and Operations in Base Ten
K.3NBT.A: Work with numbers 11–19 to gain foundations for place value.
K.NBT.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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
MP.4: Model with mathematics.
*National Education Technology Standards:
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IDAHO STATE DEPARTMENT OF EDUCATION
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*Professional Technical Standards
*English Language Development (ELD) Standards:
Learning Outcomes – Begin with the end in mind
(Framework Domain 1e: Designing Coherent Instruction)
Learning Outcomes:How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to:
Learning Outcome: Students will gain a foundation for place value and the base ten system.
*Learning Outcome:
Checking for Understanding Questions: How many groups of 10 do you have? How many ones?
Bloom’s Revised Taxonomy
Which levels of Bloom’s Revised Taxonomy are targeted? Check one or more.
(Use drop down online within Schoolnet or)
x Remembering
Analyzing
x Understanding
Evaluating
x Applying
Creating
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and
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IDAHO STATE DEPARTMENT OF EDUCATION
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objectives of the lesson.
Number words (11­20), tens, ones, ten frame
Introduction/Anticipatory Set: Teacher will lead a class discussion:
“If I had some skittles to share, would you want 1 skittle and 8 skittles or would you want 18 skittles? Why? “ Let them offer reasons why.
“Let's look and see how many that really is...” “What does one and eight look like?” “What does 18 look like?” “Which is more?”
Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.)
Students will explore numbers within 20 with teacher guidance.
Build, Apply Knowledge:
Using skittles, teacher will model how ten ones can be represented on a ten frame.
*Higher Order Thinking Questions:
How do I know I have 10? What do I do with the rest?
*Provide Guided Practice:
Teacher will guide the students as they fill in their own ten frames with their own fun size pack of skittles to
determine how many total skittles they have. Students will practice composing numbers 11­20 using ten
frames and partial ten frames.
*Provide Independent Practice:
As students are composing numbers 11­20, teacher will ask individual students to show a specific number
using ten frames and partial ten frames.
Wrap Up/Synthesis/Closure:
Write the number 18 on the board and analyze it. It is not really a one and an eight. It is one group of ten
(show ten frame) and 8 extra (or ones).
Materials
(Framework Domain 1d: Demonstrating Knowledge of Resources)
*Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as
many as necessary.
Title: (List the title of the website/s.)
URL: (Copy and paste the Internet address here. You must include http://)
Annotation: (Write a brief description of the website.)
*Technology Tools and Equipment (Including UDL­Assistive Technology Software and Hardware): Examples of technology tools might include
hardware as well as software;e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL ­
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IDAHO STATE DEPARTMENT OF EDUCATION
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assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary)
1.
2.
*Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based
materials such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.)
(List as many as necessary)
1. Ten Frames and Partial Ten Frames.
2. Skittles (enough fun size bags for each student.)
*Safety Considerations (e.g. for Science and Professional Technical Education Plans)
UDL ­ Differentiation According to Student Needs
(Framework Domain 1b: Demonstrating Knowledge of Students)
Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP or 504, cultural linguistic
needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated.
UDL: Multiple means of;
Action and Expression: Kids may show their understanding with the use of manipulatives, verbally, or in written form.
Engagement: Personal Relevance, Graduated levels of support.
Representation:Teacher represents numbers with manipulatives, words, and numerals.
ELL, SIOP: (Modifications to Instruction)
*Other Means of Differentiation:
Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for further research and
exploration.
*1.Extension: Apply what we have learned to larger numbers using more ten frames and partial ten frames.
Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson.
*1.Remediation: Provide more one on one practice and teacher coaching.
Assessment
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IDAHO STATE DEPARTMENT OF EDUCATION
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(Framework Domain 1f: Assessing Student Learning)
Assessment: (Optional) May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson
plan as attachments.
*Formative/Ongoing Assessment: Classroom Practice
*Summative/End Of Lesson Assessment: Independently assessing whether or not they can compose numbers.
Standards Covered
K.3NBT: Number and Operations in Base Ten
K.3NBT.A: Work with numbers 11–19 to gain foundations for place value.
K.NBT.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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.
MP.4: Model with mathematics.
MP.4.1: Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the
workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply
proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design
problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they
know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They
are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two­way tables, graphs,
flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical
results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Organizers
Teaching Methods
1. Cooperative learning
2. Lecture
3. Hands­on instruction
Grouping
1. Individualized instruction
2. Large Group instruction
Differentiated Instruction
1. Remediation
2. Acceleration
Bloom's Taxonomy
1. I. Knowledge
2. II. Comprehension
3. III. Application
2. Logical­Mathematical
3. Spatial
Gardner's Multiple Intelligences
1. Bodily­Kinesthetic
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IDAHO STATE DEPARTMENT OF EDUCATION
Materials Bank
Additional Properties
Author: STASTNY, CAROL C
Publisher: Kimberly
Cost/Fee: No
Restricted Use: No
Rights:
Keywords:
Created by: Stastny, Carol (4/2/2013 3:31:00 PM)
Last modified by: Stastny, Carol (4/30/2013 2:08:00 PM)
Other revisions of this resource:
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