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Mitchell___________________
Grade Level Being Taught: Subject/Content: Math/
K
Decomposing Numbers
Name: Haylie
Group
Size: 17
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.)
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?)
CCSS.Math.Content.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by
using objects or drawings, and record each decomposition by a drawing or equation (e.g.,
5 = 2 + 3 and 5 = 4 + 1).
CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
When given the number 8 students will be able to decompose the number at least one
way with zero errors in providing the correct set of numbers.
Name: Haylie
Group
Size: 17
This objective is being taught so students will begin to understand adding two numbers
to reach a target number. Students are learning to compose a number first by stating
______ and ______ make_______. For example, 2 and 4 make 8. This will allow students to
see how two numbers combine together to make a new number. This will help students
understand adding. This is an important concept for students to learn because adding is
used in everyday life. According to the CGC in 1 st grade, students will incorporate their
knowledge of number decomposition to build fact strategies and fact families.
Formative When working in partners observations will be made to see if students are
understanding the material.
Summative Students will complete a ticket out of the door. Students must be able to
decompose the number 8. In their math notebook the students will have a T-chart with 8
at the top. The students must then decompose the number by writing a number that can
make 8 on two different sides of the t-chart. For example, see below image.
Name: Haylie
Group
Size: 17
upcoming lessons?
Teacher must know how to decompose and compose numbers. The teacher must also
know and understand the book Quack and Count.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students have practiced decomposing numbers 6 and 7 previously in the week. Students
used a caterpillar poem to decompose these numbers. This ensured their previous
knowledge of understanding how to decompose a single number. My learners consist of
four ELL students. However, one ELL student does not need additional language support.
My classroom consists of 10 boys and 7 girls. I know they are ready to move onto a
higher number because assessments from the previous lesson using 7 showed that all of
the students except for two could decompose the number 7. These two will be working
with the teacher during partner work.
Students might not understand that the total number of paired combinations make a
Name: Haylie
Group
Size: 17
number. For example, the students have sorted buttons before. However, they may not
have realized that four blue buttons and two red buttons make six buttons.
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.)
Step-by-Step Plan
(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.)
Time
3
Where applicable, be sure to
Who is
responsibl
e (Teacher
or
Students)?
2
6
Name: Haylie
Group
Size: 17
1
Continue reading and complete the anchor chart.
8
4
10
Have red group students stand up and get a baggie. Have blue
group students raise their hand. Allow red group students to pick a
partner from blue group. Call on remaining students to pick a
partner. Allow for at least 10 minutes for students to engage in the
activity.
After time is up clap a response to get students attention. Tell them
to clean up make sure they pick up all the pieces. Have students
return the bags then ask them to sit at their desks and pull out their
Name: Haylie
Group
Size: 17
math notebook and turn to the first blank page. (Model this!)
You are going to make a t-chart on your paper like this, **model in
notebook how to create a t-chart. Place 8 at the top. You are now
going to decompose the number 8. Who can tell me what two
numbers make 8? Call on student to provide two numbers.
Complete the t-chart. State that students must now come up with
their own way to decompose shapes. They know they are not
allowed to use teacher example but reinforce this knowledge by
stating it.
Once complete raise your hand for Mrs. Root or I to star your paper.
After we do you may put your notebook away and meet us on the
carpet.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students will be placing ducks in a pond. This connects to students interest because
Name: Haylie
Group
Size: 17
they each have the opportunity to interact with the manipulatives. The ducks in the pond
also connects to a story that we will be reading prior to the working with the
manipulatives.
If applicable, how does this lesson connect to/reflect the local community?
Ducks are common in the school community. There are several parks that are located
nearby such as Lettuce Lake Park and Hillsborough river state park where ducks can be
found.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need additional challenge during this lesson the students will be able to
work with 9 ducks instead of just 8.
How will you differentiate instruction for students who need additional
language support?
For students who need additional language support students will be able to review the
content with the ESOL aide. Students will also be seated closer to the t-chart and the
vocabulary word (which has an example picture of decompose).
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.)
OF- ELL student may need additional support so he may work with teacher with a smaller
number
AG- ELL student may need additional support so he may work with teacher with a smaller
number
KC- Needs support occasionally he may work with a higher level of understanding
partner. If I see student struggling may move to work with teacher.
AC- ELL needs support occasionally he may work with a higher level of understanding
partner. If I see student struggling may move to work with teacher.
Name: Haylie
Group
Size: 17
Reflection
CT Observation 3 Reflection
Math Decomposing 8
This lesson math was interdisciplinary because we created a t-chart of decomposing 8 while reading a book (4:12). I feel that this
was very helpful for the kids because it provided a visual for the students while explaining the number pattern while decomposing 8. I used
two turn and talks during the lesson (6:14). However, I think that I could have added two more and it would have been beneficial. I did
improve from my last observation where I did not give the students enough time to think and share with their partners. This time I felt that
I was successful with managing my time to allow for thoughtful answers.
However, after a future lesson I realized that the students did not understand what decomposed meant. The students could correctly
answer that 8 could decompose into but they did not understand the word itself. So we had to review the vocabulary and add it into our
calendar time so students could practice using that vocabulary.
Name: Haylie
Group
Size: 17