Design for Learning

Instructor: Dabney Chitwood

Lesson Title: Multiplication Fun!
Curriculum Area: Mathematics

Grade Level: 3rd

Date: April 19, 2016
Estimated Time: 45 minutes

Standards Connection:
3.) Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem. (See
Appendix A, Table 2.) [3-OA3]
Learning Objective(s):
When given word problems, students will use multiplication and problem solving skills
to determine the solution with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to work on multiplication and division!
Evaluation of Learning Objective(s):
Students will be given an assessment that contains two words problems, three equation
number lines, and two questions that ask students to write a multiplication sentence and
addition. Students will also draw pictures to represent the expression they are solving as
well as write a sentence explanation using all variables. Students who receive a 90% or
above will be played in a green category, students who get between a 80-90% will be
placed in a yellow category, and students who get below an 80% will be placed in a red
category. The students in the red category will receive differentiation.
Engagement:
When the students get quiet the teacher will address the class. Good morning, class!
What a great day for learning, right? Today boys and girls, we are going to work on
multiplication and division. When I call your table number please come have a seat on
the carpet quietly. The teacher will call the students by table number to the carpet. When
the students arrive the teacher will begin the number talk by discussing multiplication and
division and assessing students prior knowledge. When the teacher feels as though the
students are ready to dive into the number talk, she will give them one multiplication
problem and one division on the board. Okay boys and girls, thank you for coming so
quietly to the carpet. We are going to begin todays lesson talking about what we know
about multiplication and division. How are they similar? How are they different? The
teacher will give wait time. I heard someone say it! Thats right! We can use arrays to
show the relationship between multiplication and division. Lets talk about multiplication
first. Everyone turn and face the Elmo please! The teacher will turn on the Elmo and
show the students the counters on the screen. Okay boys and girls; watch me as I put
these counters into two groups of four total counters. How many counters would I have
in all? Yes! I would have eight total. How could I write this in multiplication
expression? You got it! I would say two (the total number of groups) times 4 (the total
number of counters in each group) equals eight! You got it! Who knows what an array
is, class? Yes! It is the arrangements of objects in rows or columns. An array in
multiplication would look something like this. The teacher will arrange the counters into
two rows that go across with four counters in each row. This is an array, class, and using
this array we can write the same multiplication problem as before two (the total number
of groups) times 4 (the total number of counters in each group) equals eight. The teacher
will write this problem on the white board. Okay, lets talk about division. Now, class, if
I have eight counters in this array and want to split them into four groups of two

counters, how many counters will be in each group? Yes! There will be two counters in
each group of four. And just like the first problem, there will remain a total of eight
counters. Give me a thumb up if you are ready to move on. The teacher will quickly
assess the students. Does anyone have questions about the principle of multiplication
and division? The teacher will address any questions the students may have. This is a
small review, but now we will learn more strategies to help us with multiplication and
division. Specifically, we are going to be talking about word problems and how to solve
them using key terms, numbers, and mathematic skills that we know! The teacher will
transition into the teaching section of her lesson.
Learning Design:
I. Teaching:
When the students are settled the teacher will address the class. Thank you for being
such active listeners, class! You may all go give yourselves a gold tag and return to your
seats when you are done. Remember, the more gold tags, the more activities you will be
allowed to participate in on fun Friday! Lets transition into some mathematics word
problems and start talking about different ways we can represent these when we are
solving. Lets begin with 5 x 11. Who wants to remind us what the first number in a
multiplication problem represents? Thats it! Its represents the total number of groups
there will be. So, in regards to this problem, how many groups do we have? You got it!
There are five total groups. What does our second number tell us, class? Talk with an
elbow partner. The teacher will give wait time and quickly assess by listening to the
students conversations. I heard some say it! Who wants to share what their partner said.
Thats correct! The second number tells us how many of the object in each group.
Therefore, if I draw five circles on the board, how many tally mark could I place in each
circle? Thats right! Eleven! The teacher will draw five circles and fill them in with
eleven tally marks. Think to yourself about how many total there are and give me a
thumb by your heart when you have an answer. The teacher will give the students ample
time to think about their answers. Whats the total? You have it! There are fifty-five tally
marks. Let me ask you this, class, what is 5 x 11 equal? Yes! Fifty-five! We drew a
picture to help represent the equation. Lets look at a word problem with different
numbers. Here is the problem: An ice cream truck stops in five different cities. In each
city the truck drops off three buckets of ice cream. How many total buckets did the ice
cream truck give away? The teacher will write the word problem on the board. Okay
students, before any shouts out an answer lets circle some key numbers in the word
problem. Who can raise their hand and tell us a key number to circle? Yes! We should
circle five! The teacher will use a different color marker. What does five represent? You
got it! The number of cities the ice cream truck traveled to. Let me ask you this students,
is this the first number we are given? Yes! So what does that tell us? You got it! We
know there are five total groups. Let me make that a note on the board. What is another
number we are given, class? Thats correct! We are told that the ice cream truck drops
off three buckets in each city. Talk with an elbow partner about this number and what it
means to this problem? The teacher will give wait time. Thats right! We need to draw
three tally marks in each circle because those represent the buckets of ice cream. The
teacher will do this in another color. Okay class; lets right this in the multiplication
expression form. I am looking for a student who is sitting quietly that I can call to come
write the expression on the board. The teacher will call one student. Show me the me
too sign if you agree with the student that the multiplication expression problem is 5 x
3? Great! Give me thumb up if you understand how we got these numbers. The teacher
will quickly assess. Awesome! Way to pay attention, keep up the good work! Now, lets
solve! We can solve two different ways. We can either use our multiplication times
tables to determine that 5 x 3 is equal to what class? Thats it! Fifteen! Or, we can do
what with our picture? You got it! We count the tally mark we drew and see how many

we had in all. I am so impressed. Does anyone have any questions about this problem?
The teacher will quickly assess the students. Great, then lets move on to a division
problem very similar to our ice cream example. This problem is: An ice cream worker
fill up his trucks with buckets of ice cream. He has fifteen total buckets of ice cream and
stops in three cities. If he gives each city the same amount of buckets, how many total
buckets of ice cream did he give to each city? The teacher will write the problem on the
board. Okay, lets start by circling important numbers, just like we did in our last
problem! Remember, if something clicks for you and make sense, share it at the
appropriate time! We want everyone to have an opportunity to share his or her thinking.
So what are some numbers we need to circle? You got it! We need to circle the fifteen!
Thats right! Now what is the fifteen telling us in this problem? You got it! Fifteen is the
total. I am going to under that word, total. Now, What else do I need to circle! Yes! The
truck stopped in three cities and gave out equal amounts of ice cream to eat. Okay, class,
lets set this up like a division problem. What two numbers do we know? Thats right!
The fifteen and three. And what kind of problem are we solving? Yes division. The
teacher will write the division sign on the board. Show me the me too hand signal if
you agree that this is the division sign? So ask yourself, class, fifteen divided three is
what? Give yourself time to process. This about how this problem could be similar to
our multiplication problem. The teacher will give wait time. You got it! Fifteen divided
three is five! Who can come up to the board and draw this in a picture? The teacher will
call a student to the board to represent the problem using a drawing. While the student is
drawing the teacher will continue to teach. How is this similar to multiplication? Yes!
We know that 5 x 3 is 15! So, we were able to determine that 15 divided 3 was 5! See
how that works, class? Give me a thumb up! Lets look at the picture. We have 15
buckets of ice cream represented in tally marks and every five are circled, so there are
three total circles. Great job! Give me a thumb up if you are ready to move on! The
teacher will quickly assess. Does anyone have any questions? If there is any questions
present the teacher will address them and ensure that students are ready to move on to the
practice portion of the lesson. When students are ready the teacher will proceed.
II. Opportunity for Practice:
When the students are ready to move onto the practice portion of the lesson the teacher
will address the class and call them by table number to return to their seats. Okay
students, when I call your table, please return to your seats. The teacher will call the
students by table number. I am passing out a practice sheet with word problems. Please
write your name and date at the top. I will read the directions with you once I have
passed them out and I see all eyes on me. The teacher will finish distributing the word
problems. Okay class, follow along with me as I read the directions. The teacher will
read the directions and explain that some problems have more than one part to them. I
encourage you to think about the strategies we talked about. I want to see pictures to
represent the equation and your thinking, as well as a multiplication expression form of
the problem to show your solution. If you have questions, ask two friends first and then if
you still need help, raise your hand and I will come to you. Keep your voice on a
whisper. The teacher will give the students ample time to complete the practice.
III. Assessment
Thank you for working so hard on your practice, class! You have been so great! Now, I
am going to take these up and I ask that you get out your cover folder and a pencil. I am
passing out the assessment and there should be no talking. When I have passed them out
I will go over the directions. The teacher will finish passing out the assessments. 1,2,3
all eyes on me! Read the directions with me. The teacher will review the directions one
last time so that students feel confident and prepared to take the assessment. The teacher
will walk around the room ensuring that no one is looking on others papers or talking

throughout the time given to take the assessment. When all the students have finished the
teacher will address the class and finish the lesson with closure on the carpet.
IV. Closure:
Now that every one has turned in their assessments, please make your way to the carpet
when I call your table number. The teacher will call the students by table number to the
carpet. When they have all settled on the carpet the teacher will address the class. I am
so impressed with all that you have learned today! This was a great review of some of
the strategies we have learned for multiplication and division. We need to circle
important numbers, underline important words, and solve using drawings and
multiplication expressions. There are many other strategies that I noticed some of you
used on your assessment and that is awesome as well. Remember that word problems are
sometimes tricky. You should be very cautious and read over that problem. What is a
great strategy to do when you finish a problem? Thats right! You can write the problem
with an explanation to make sure your answer is reasonable and makes sense. Give a
thumb up if you learned something new and want to share it with the class! The teacher
will allow one or two students the opportunity to share. That makes me so proud! Way to
go!
Materials and Resources:
Whiteboard and dry erase markers
Number talk preparation on board (for teacher use only)
Elmo
Math counters
Practice word problems (Dog Bones)
Assessment problems
Cover folders and pencils
Differentiation Strategies (including plans for individual learners):
The students who need differentiation will work one-on-one with the teacher on the
practice and assessment. They will be given the opportunity to use counters to help them
solve the problems, as well as any other manipulatives they need. Some students will
also be given the opportunity to work in small groups on the assessment if they need
differentiation assistance.
Data Analysis:
Reflection:

Assessment Components

Design for Learning

Instructor: Dabney Chitwood
Lesson Title: Telling Time
Curriculum Area: Mathematics

Grade Level: 3rd

Date: April 12, 2016
Estimated Time: 45 minutes

Standards Connection:
16.) Tell and write time to the nearest minute, and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g.,
by representing the problem on a number line diagram. [3-MD1]
Learning Objective(s):
When give a worksheet on telling time students will solve the problems with 100%
accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to learn how to tell time!
Evaluation of Learning Objective(s):
Students will be given a worksheet with many different clocks, both digital and analogue
clocks. Some will be multiple choice, while others will be word problems. They will
find the solutions to the problems and answer them the best they can. The questions will
assess their knowledge on A.M. versus P.M. and reading a clock. In order to receive a
score, students must have attempted every problem and they may use their clock model
during the assessment. The assessment is intended to see what students gathered from the
lesson and what areas the teacher needs to reevaluate. The teacher will circle the
classroom to monitor behavior and ensure that students are only answering their
questions.

Engagement:
The teacher will call the students to the carpet by table number, address classroom
behavior, and then begin assessing background knowledge. Good morning class! What
a great day for learning. When I call your table number, please come quietly to the
carpet and have a seat. The teacher will call students by table number and when they are
settled in at the carpet the teacher will address the class. Thank you for following
directions. To begin, lets talk about behavior. What are the three Rs we always try to
uphold in the classroom? Thats right! Responsible, resourceful, and respectful!
Remember if you are not acting on the three Rs throughout the lesson you can have a
gold tag pulled and you will lose privileges on fun Friday. Does everyone understand?
Great! Lets get started. Today we are going to learn about telling time! Before we
begin, lets review some vocabulary. The teacher will write some units of time on the
board to refresh the students memory. I am writing different measurements of time on
the board. Give me a thumb by your heart if you recognize these? Yes! 24 hours is a
day. Thats right! Who can guess how many hours of a day you spend at school? About
8, thats a lot right! Well each of you is going to be the smartest students when you grow
up. Now who can tell me how many minutes are in an hour? You got it! There are 60
minutes in an hour. Who has every heard someone say this word? The teacher will write
the word half hour on the board. You are exactly right! When you hear adults or even
your parents say half hour, they are talking about 30 minutes. Lets look at those two
numbers, 60 and 30; does everyone agree that 30 is half of 60? Perfect! I am so
impressed. What is I said wrote this measurement on the board, one quarter hour, who
can tell me how many minutes one quarter of an hour represents? Thats right! It
represents 15 minutes. Four quarters make a dollar and 15 minutes four times equals 60
minutes, or an hour. Great! Okay, the last measurement we need to review is seconds.
How many seconds are in a minute? You got it! There are 60 seconds in a minute. Who
has ever heard the word seconds? Yes! A lot of time the teacher will say, You have 10
seconds to get on task. Seconds are used to measure the unit of time smaller than a
minute. Great! The teacher will write A.M. on the board. Who can tell me what A.M.
means when we are telling time? Yes! When we are telling times before noon, we use
A.M. What do we use for telling times after noon, students? You got it! P.M. You will
learn more about what A.M. and P.M. stand for in a later lesson. For now, I think you
are all ready to move on. Give me a thumb up if you ready, a thumb to the side if you
want to review some more background knowledge and vocabulary words, and a thumb
down if you are not ready to move on. The teacher will quickly assess the students.
When the teacher feels as though the students are ready to move on, he or she will
transition into the teaching portion of the lesson.
Learning Design:
I. Teaching:
The teacher will address the class when they signal they are ready to move on. Okay
class lets start by looking at a clock. I have a model clock to show you and we are going
to learn what everything on a clock represents and tells us about time. By the end of
todays lesson you will all be experts! The teacher will bring out the model of the clock
where he or she is able to manipulate the big hand and small hand. Who can raise their
hand and tell me what the small hand represents on a clock? The teacher will give wait
time. Yes! Thats it! The small hand tells us what hour it is. The first number we read is
the hour, or in other words, the hour of the day. For instance, right now the small hand
is on the 9, so it is the 9th hour of the day, since last night at midnight. Awesome! Now
let me tell you a hint, when the small hand is on a number, that number is the hour of the
day. However, when small hand is between two numbers, the smaller number, or the first
number, is the hour of the day. Does this make sense to everyone? The teacher will
check for understanding. Give me a thumb up if you understand the small hand on a

clock? Great! Lets practice a little bit. If I put the small hand here, what hour of the
day is it? The teacher will model using the clock and place the small hand between the 5
and the 6. Thats right! It would be 5 oclock! Great! Let me pass the clock around and
give some people a try to see if they can adjust the hour. The teacher will pass the model
clock around and call on some students to show the hour that she says. Also, the teacher
may place the small hand on the clock and then students will have to say the hour. Okay
class lets talk about the numbers you are recalling and saying for the hour of the day.
How many numbers do you see on my clock? Yes! There are 12 numbers. Wait, what do
we do if there are only 12 numbers, but there are 24 hours in a day? You got it! The
clock will just circle around twice. This is the same for the time of day. We have 12
oclock A.M. as well as 12 oclock P.M. Does anyone know what the little tallies
represent on the clock? Think about how many you see and which unit of time we talked
about that had this amount. Yes! There are 60! Talk with your elbow partner about
predictions you might have. The teacher will give the students time to talk. Who wants
to share what their partner said? Yes! The 60 dashes represent the minutes. There are
60 minutes. Now we already said the small hand tells us the hour of the day, so from
looking at this clock, what do you think the bigger hand tells us? I heard someone say it!
Right! The bigger hand tells us the minutes! Now, let me ask you this, does the bigger
hand tell us the minutes of the day or the minutes of the hour? Think about what I am
asking you. The teacher will give wait time to ensure students have processed their
answers. Yes! The bigger hand tells us the minutes of the hour! Because each hour the
minutes start over again, right? Right! How many times does the bigger hand circle the
clock, class? This is a tricky question. Let me give you a hint: remember we said the
smaller hand circles the clock every 12 hours, so twice a day. You got it! The bigger
hand circles the clock 24 times a day, once every hour! The teacher will quickly assess
to make sure every one is on the same page. Give me a thumb up if you are ready to
move on! Great! I am very impressed with your learning, class! Keep up the good
work. Now that we know all about the clock, lets talk more about telling time. Who can
count by 5s? Awesome, I saw every hand go up! Thats what I like. Lets count by 5s as
a class, ready? The teacher will count with the students by 5s and stop them when they
get to 60. Okay, you just counted all the numbers on the clock without even knowing it!
Count together again and watch me as I point to the clock. As the students count the
teacher will point to the clock. For instance, when the students say 10, the teacher will be
pointing to the 2. Awesome work! So, class, between every big number there are dashes,
and these dashes represent every 5 minutes in an hour. Talk with you elbow partner
about what minute the second dash after the 10 represents. Think about the questions
and talk your elbow partner to help you! The teacher will give wait time. Let me hear
what your partners said! You got it! The second dash after the ten represents 52 minutes
into the hour. First, someone tell me what the 10 represents. Yes! 50 minutes, so if we
count up two dashes its 52 minutes. Wow! I feel like you are all experts now! Does any
one have any questions or comments about what we have learned thus far? The teacher
will answer any questions the students may have at this time. Great! Lets be moving on
then. Next we are going to make our own clocks! Who is excited? Wow! I am so glad. I
am going to pass out a paper plate to everyone in the class. When you receive this plate,
please use a pencil to write your name on the plate and wait for my instructions. The
teacher will pass out the rest of the supplies such as: permanent markers, tacks,
construction paper, and scissors. When you receive all of your supplies, look up at me so
I know that you are ready to move on. Watch me I cut a big hand and a smaller had out
of construction paper. Do it with me. Now I will walk around the room and help you
tack these to your plate. Now, lets add our foam numbers. To make it even better, we are
going write the minutes in permanent marker. For instance, next to my foam number 6, I
will write 30, so I can practice. The teacher will walk around the room and assistant the
students who need help making their clocks. When it seems as though everyone has
made them, the students will be asked to clean up the supplies and the teacher will

address the class. I am very impressed with how well you handled that small activity!
Lets gather our clocks and bring them back to the carpet. When I call your table
number come quickly. The teacher will call the students back to the carpet by table
number. We are going to go into a little bit more detail about telling time, however, I
thought having your own model would be easier for you to work with! First, I have a
trick question. Would the bus be more likely to leave school at 3 oclock P.M. or A.M.?
You got it! Right, P.M. because that represents the afternoon time. Man, I for sure
thought I could trick you. Okay, lets talk about time intervals and telling time over a
period of time. Suppose I started a test at 1:00 P.M. and the test ended at 4:00 P.M., how
long did my test take? Use your clock, class. Think about how many times the big hand
and the smaller hand rotate the clock. The teacher will give wait time and watch as
students us their model to answer the question. I hear someone say it! You got it! My
test would have taken me 3 hours. Let me see if I can trick you with a more difficult
question. If I fell asleep for a nap at 11:30 A.M. and woke up at 1:15 P.M., how long was
I asleep? Thats right! My nap would have been an hour and 45 minutes long! I am so
impressed to see all of you using your clocks to help you determine the time. Okay class
in a minute I am going to give you time to go to your tables and practice independently
drawing the big hand and small hand on the clock, as well as writing the time digitally.
You may use your clock model to help you move the hands, so that you know how to write
them. Make sure if you have any questions to ask a neighbor first and then raise your
hand if you still havent found a solution to your question. The teacher will dismiss
students back to their desk. Take your clocks with you, class! The teacher will transition
into the opportunity of practice.
II. Opportunity for Practice:
The teacher will address the students once they have all taken their seats and show they
are ready to move on. 1,2,3 all eyes on me. When I have your attention we will move on.
Right now I am passing out your practice sheets and some dice for your table. The
instructions are clear at the top of the page, however, I will go over them just to be sure
everyone understands. First, you will roll one or two dice, you may chose, that number
represents the first number you write, the smaller hand, or the hour. They are all the
same thing. Does this make sense? Great! The second time you roll the dice, the
number represents the second number, or the minutes. Here is a hint: it may help you if
you write the time digitally first, and then fill in the clock with the hands. Make sure that
I can tell where you are pointing the hands. Share your dice! If you have questions
remember to ask a neighbor first and if not I will come and answer them. Please write
P.M. or A.M. and an activity that would occur for the time. For example, if you rolled a 4
and a 3 and your time was 4:03, would it make sense to say 4:03 A.M. you watched TV?
Probably not! Think about what each one means as you answer. You may begin
working! The teacher will give the students ample time to complete the activity and
when everyone is finished he or she will transition into the assessment portion of the
lesson.
III. Assessment
The teacher will address the class when they are ready to move onto the assessment
portion of the lesson. Okay class, I am passing out the last thing on the agenda for
today. During this assessment you may not talk to your neighbor, or anyone for that
matter. I cannot answer any questions, but I encourage you to try your best and give an
answer for every problemeven if you have to make an educated guess! When you
receive your paper, please turn it to the front and place your name and date at the top.
When you have written your name and date you may begin the questions. Flip the
assessment over when you are finished and I will come by to retrieve it. The teacher will

walk around the room and monitor the students as they completed the assessment. In the
case of any bad behavior, the teacher will address it properly.
IV. Closure:
When the students are finished with the assessment, the teacher will address the class. I
am so impressed with everyones attitude and their listening ears today, way to go class!
We are going to review a little bit and end the day with a song, how does that sound?
Awesome! Who can tell me what the big hand on the clock tells us about time? Yes! The
big hand tells us the minutes that have gone by in the hour. So then what hand tells us
the hour? You got it! The smaller hand tells us what hour of the day. What number do
we count by to help us with the number 1-12 on the clock? Yes! We count by 5s! If I
were going to the grocery at 1:10, would I go at A.M. or P.M.? Thats correct! I would
go at P.M. in the afternoon, great job class! If I leave for school at 8:00 A.M. and dont
leave until 3:30 P.M., how many hours do I spend at school? Talk with an elbow partner
for a second. Thats right! I would spend seven and a half hours! How much time is half
an hour? Wow! You are all so smart; yes its 30 minutes! Way to go! Okay, now we are
going learn the clock song! I will sing it once through and then we will learn it together.
The teacher will sing the song once through. Now I will read stanza by stanza and you
can repeat after me! The teacher will teach the students the song and they will sing it
once through to end the lesson. Finally, does anyone have an questions about what we
learned today? Great!

Materials and Resources:

White board and dry eraser markers
Model of a clock
Clock song (per table)
Dice worksheet (per student)
Dice (per table)
Assessment (per student)
Homemade clocks: tacks, foam numbers, paper plates, permanent marker,
construction paper, and scissors
Differentiation Strategies (including plans for individual learners):
Students who need one-on-one intervention will work with their select teacher or with a
peer on the practice activity. They will receive help when making their clock and will be
given an oral assessment on telling time.
Data Analysis:
Number of students who completed the assessment: 20
Number of students who completed the assessment with 90-100% accuracy: 14
Number of students who completed the assessment with one-on-one attention: 2
Number of students who completed the assessment with 70-90% accuracy: 4
Reflection:
The lesson on telling time went well. The lesson was a review for students, however,
telling time is a hard concept to grasp. For some of them it seemed like they had never
learned the topic prior to my lesson. While for others, the concept was just a review as it
was intended. I used a number line, clock, and a fraction pie on the board to teach the

lesson. After teaching, I realized that telling time is already confusing, so explaining it in
multiple models must have been confusing for the students as well. I think the number
line was a great tool to use when teaching elapsed time and the pie was great for telling
time. Since I intended this lesson to be a review, I tried to teach the entire standard in the
span of an hour. Now, I wish I had focused on one aspect of the standard and used one
model to teach students time. The practice went well. They loved rolling the dice. I had
each students add the first two dice to get the hour and multiple the two dice to get the
minutes when they rolled again. Therefore, it was a great incorporation of other
mathematics skills and all students were able to participate. The assessment was given to
students a few days later after making their clocks and reviewing some more, which I
think helped the results of the assessment. If I had given the students the assessment on
the day I taught, I dont know if the results would have been as high. All in all, I was
thankful to see they were beginning to grasp the concept. More practice is to come!

Name: _______________________

Teachers Notes:

Name:
_______________________

Telling Time
1) Which of the following is a time that you would be
asleep during the night?
a. 3:15 P.M.
b. 11:45 P.M.
c. 10:45 A.M.
d. 12:30 P.M.
2) It was 3:00 P.M. and Sandra had been waiting for the
bus for 45 minutes at the bus station. What time did
Sandra arrive at the bus station?
a. 2:15 P.M.
b. 2:30 P.M.
c. 3:15 P.M.
d. 3:45 P.M.
3) Jen was playing soccer. The game started at 11:10 A.M.
and ended at 12:40 P.M. How long did the game last?

4) How many hours are in 3 days?

5) John arrived home at 5:47 P.M. Show this time on the
clock below.

6) Using the clock

below, show how intervals of
time between each number. Specifically, how is 30
minutes half of an
hour?

Design for Learning

Instructor: Dabney Chitwood
Lesson Title: Fun with Teens!
Curriculum Area: Mathematics

Grade Level: Kindergarten

Date: February 23, 2016
Estimated Time: 30 minutes

Standards Connection:
13.) 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. [K-NBT1]
Learning Objective(s):
When given a chart of tens frames shaded with numbers 11-19, students will identify the place
values (tens and ones) and decompose the numbers correctly with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today, boys and girls, we are going to learn about numbers in the teens!
Evaluation of Learning Objective(s):
Students will be given a chart with ten frames for each of the numbers between 10-20. The
students will grow in awareness of place value and solve the given addition problem. Students
who proficiently complete the place value chart will be placed in the green category. Students
who completely seven or less of the ten frames will be placed in the yellow category. The
students in the yellow category will receive one-on-one intervention on decomposing numbers in
the teens and recognizing place value. Students who are unable to solve a minimum of five will
be placed in a red category. Red students will receive an assessment using oral commands and
manipulatives to show place value in the tens and ones place.
Engagement:
The teacher will call each of the students to the carpet by table number. She will use the
engagement to assess the prior knowledge of students and reteach numbers 11-19. Its important
for the students to be able to count 1-20 in sequential order as well as understand which numbers
are teens and which are not. To begin, the teacher will play a Harrys Kindergarten video titled
Numbers in the Teens that will review the characteristics of numbers in the teens. Boys and girls,
please come have a seat on the carpet when I call your table number. The teacher will call each
table and students will sit in their assigned seats on the carpet. Today, class, we are going to
learn about numbers in the teens! Before we begin, lets turn to our number chart on the
calendar wall and count from 1-20 as class. The teacher will use a pointer and count out loud
with her class. Great, I knew that was easy for each of you, considering you can all count to 100
now! Great job. Now, turn and talk with your elbow partner and tell them which numbers are
in the teens? The teacher will listen to the their conversations and assess accordingly. I love
what I am hearing! Who can share with us what they discussed with their partners. Yes!
Numbers 11-19. Now let me ask you this, class: what do numbers 11 through 20 have in
common? Yes! They all start with a one. The teacher will show a slideshow with numbers 1
through 9 on the board and place a 1 in front of each number to give students a visual of each
number beginning with a 1. Watch me as I place a 1 in front of each of the numbers 1 through 9.
Who can tell me another characteristic of these numbers after watching me place the 1? Think
about what happens to numbers as they get larger. Yes! They each have two digits, or numbers.
Awesome job, class! Later we will talk about what each digit represents and how to decompose,
or breakdown, numbers in the teens. After today, I hope that these numbers will be easier to
understand. Now, before we dive in lets watch a Harrys Kindergarten video. Please turn and
face the screen. The teacher will remove the slideshow and turn on the Harrys video. Students
will listen and sing along as it explains the characteristics of teen numbers.

Learning Design:

I.
Teaching:
The teacher will address the class. Arent those videos so fun! The songs will help you
remember that numbers in the teens start with a one and they have a group of tens! Lets
talk about how these two ideas are related: a group of ten and the 1 at the beginning of
teen numbers. What does the number ten start with? Yes! It starts with a 1. Do you
think that one could represent the group of tens that we learned about in Harrys videos?
Lets find out. I am going to model a tens frame on the board, and later you will be able
to fill one out at your seats. Please turn and face the screen. The teacher will place a

tens frame under the Elmo and use this to explain a group of ten. Boys and girls, do you
see that this top row (The teacher will point to the top row) has five boxes? Great. So
how many boxes do you think the second row below it has? Yes! It has five as well.
What is 5 plus 5 more, class? Thats right, 10! Watch me as I shade in these ten boxes.
These ten shaded boxes represents a tens frame. Now, I am going to write the number 10
to the side of my frame so we dont forget this number. Listen closely, class, if I want to
shade 15 total boxes, how many more boxes should I shade? Yes, five! Does everyone
understand that because I already had ten shaded, I only need to color five more to get to
15? Who has questions? The teacher will answer any questions and clarify
misconceptions throughout the lesson. Lets look at this number through place value.
The 1 in 15 represents the tens place and the 5 represents the ones place. Looking at the
15 boxes shaded, who can tell me which boxes represents the ones place. Yes! The five
boxes on the bottom, thats correct. The ten stand for the tens place. Lets use another
number now. Someone raise their hand and tell me a number in the teens? Great, lets
use thirteen. The number thirteen is a 1 and 3, right? Yes! But who can tell me what
place value the 1 represents? Thats right! It stands for 10 and the 3 represents 3
individual ones. Lets shade this number on our tens frame. Who can tell me how much
to shade in the top rows? Correct! I need to shade all ten at the top. How many ones do
I shade in for the second tens frame? Thats it! 3! Great work class. Now I have a
question. What is 10+3? Yes! Its thirteen, thats correct. So 1 group of tens and 3 ones
equal 13. How could you write 15 as an equation showing a group of ten? Yes, 1 group
of 10s and 5 ones. I am very impressed with how quickly you are all learning. Lets
practice a little more with a new activity. The teacher will transition into the next part of
her teaching. Okay class, please head back to your seats when I call your table number.
We are going to practice this together. There should be a tens frame at your desk, wait
for my instructions. The teacher will give students a chance to settle into their seats.
1,2,3 eyes on me! Now we are going to practice together. I will ask you to fill in your
boxes and then I will model it on the Elmo. To begin, lets start with eleven. Everyone
use the blocks at your desk to cover the boxes for eleven. What does your tens frame look
like class? Yes! You should have one tens frame entirely covered because, like we said
earlier, its 10 total. How many extra should you have covered? Yes, one! What place
value is this 1 in? The teacher will point to the ones place. Yes!! Its the ones place
because its one extra. Great! What place value is this 1? The teacher will point to the
tens place. Right again! The tens place. Who can tell me why we call it the tens place?
Yes! Its because it represents a group of 10. The teacher will continue this activity with
numbers seventeen, eighteen, and nineteen. She will ask questions and guide the students
learning so they made have a better understanding of teen numbers. When they are
finished, the teacher will transition into another section of her teaching. Okay lets all
turn and made a circle on the carpet. I am going to split you up in your learning groups.
These will be the same groups that you use for stations and ticket centers. For this
activity your group will work together to find manipulatives in the classroom that
represent numbers in the teens. I will give each group a number between 11-19 and ask
you to go and find that amount of objects in the room. For example, if I give your group
sixteen and you decide to collect straws, you must bring me a bundle of ten and a bundle
of six, correct? What if I said your number was going to be nineteen and you decided to
collect books? The teacher will give wait time. Yes! Thats right, class. You would
bring me one stack of ten and one stack of nine. Be creative, class! Think of objects that
you could use and collect them efficiently. First, I will you a chance to get into your
groups and think about the number I give you. The teachers will allow students the
opportunity to get in their learning groups and give them their number. Once the students
have received their number they should brainstorm how many groups of ten they have
and how many individual ones. Then, students should brainstorm what manipulatives
they will use. Okay class, now that you have your number and have brainstormed which
way you will represent it to the class, you may go and begin collecting. Once you are

finished please have a sit on the carpet with your group so we can share. You may begin!
The teacher will walk around the room and monitor students conversations. Also, the
teacher will answer any questions throughout the activity, reminding students its not a
race or a game, but simple a way to think strategically and as a group. When all the
students have made their way back to the carpet the teacher will address the class. I was
so impressed with the conversations I heard throughout your hunting. I know that each
group has a very creative way that they created their number, so now we are going to
share. Lets do smallest to biggest. Which group had the number 11? The teacher will
continue this process until every group has presented. The students will be given time to
ask each other questions as well as answer the teachers questions. Possible questions the
teacher may have can include, but are not limited to the following: what were some of
your groups original questions when you started? Were they answered as you worked
together? What other manipulatives could you have used instead? Can you think about
where or when you might see/use teen numbers in your daily life? Did you work well as
a team?
Once the students have all shared the teacher will transition into the independent practice
portion of her lesson. Great job today, class! You all worked very well with your team
and came up with some creative ways to demonstrate teen numbers. Does anyone have
any questions before we practice some more with these numbers? The teacher will give
wait time and answer any misconceptions or misunderstanding about the numbers. Great
questions. Lets all head back to our seats for some more practice. Wait quietly for
instructions, please.
II. Opportunity for Practice:
The teacher will ask students to flip over and write on the back of their paper
(assessment) on their table. I want each of you to show me how you decompose the
number fifteen in your head. Be creative and think hard about what we have talked about
today. You may draw pictures, write tally marks, write numbers, etc. When you are
finished you may walk it up to my desk and explain to me how you thought about the
number and what your illustration represents. If you have any questions you may come
ask two friends and if you still need help you may come to my desk. You may begin!!
Have fun!
III. Assessment:
The teacher will pass out a chart with tens frames on it for numbers 10-19 and explain the
directions. Okay students, you have tens frames in front of you that are filled in already.
Therefore, this is a little different than what we did as a class. Before I was asking you to
shade in the boxes, however, now the boxes are already shade. The chart is asking you to
identify the place value of the numbers and notice that the ones and tens place added
together is the answer. This will help each of you see the group of ten and numbers in the
ones place. Notice that each number starts with a 1 and has a group of ten, just like what
we talked about earlier. Remember this is independent work!
IV. Closure:
The teacher will review teen numbers with the students once again. She will talk about
they used to know and what they now know. I am very impressed with how quickly each
of you learned your teen numbers today. Please come to the carpet as I call your table
numbers. The teacher will individually call the tables. Lets reflect on what we learned
today. Who remembers the two things that Harrys videos taught us? Yes! Numbers in
the teen start with a 1 and have a group of ten. Let me ask you this: is the number 8 a
teen number? NO!! Thats right, class! What place value is the number 1 in 17? Thats
right its in the tens place because the 1 represents a group of ten and the 7 represents a
group of 7 ones. I am very impressed once again. Do you have any final questions for

me, class? The teacher will give students the opportunity to ask questions and gain more
knowledge by listening to their peers questions.
Materials and Resources:
Harrys kindergarten videos
o https://www.youtube.com/watch?v=uedvwH6Ay18
o https://www.youtube.com/watch?v=1W5aYi3lkho
PowerPoint, Whiteboard, and Projector
Elmo
Tens frame for teacher modeling
Tens frame for each students
Manipulatives (such as: blocks, straws, bears, game pieces, books, cards)
Assessment chart for each student
Differentiation Strategies (including plans for individual learners):
Green students: These students will complete the assessment without help and with 100%
accuracy.
Yellow students: Yellow students will have the teen numbers highlighted and will be able to use a
number line to help them count if necessary. These students will also receive one-on-one
intervention for decomposing teen numbers.
Red students: Students who fall in the red category will receive an oral assessment. The teacher
will ask them to show numbers in the teens on their hands or using other manipulatives given to
them by the teacher.
Data Analysis:

Reflection:

Samford University
Design for Learning

Name: _______________________

. . .

. . . . .
.

13 = _____ ten + _____ ones

. . . .

. . . . .
. .

14 =

16 = _____ ten + _____ ones

. . . . .
. . .

_____ ten + _____ ones

18 = _____ ten + _____ ones

17 = _____ ten + _____ ones

_____ ten + _____ ones

. .

11 =

. . . . .
. . . .

12 = _____ ten + _____ ones

_____ ten + _____ ones

19 =

. . . . .
15 = _____ ten + _____ ones
_____ ten + _____ ones

10 =