Lesson Plan

BASIC INFORMATION
Summary By the end of this lesson,students will be able to decompose numbers to create a
group of ten and some ones to create easier sums.
Grade Level 1st
Time Frame 1 hour
Subject(s) Math
Topic(s) Adding and subtracting within 20
Instructional -Math paper
Materials & Prep -two different color counters, 10 of each color
STANDARDS AND OBJECTIVES
CA Content CCSS.MATH.CONTENT.1.OA.C.6
Standard(s)
Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a
ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8
= 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7
by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

CA ELD/ELA CCSS.ELA-LITERACY.L.1.6
Standard(s) Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Lesson Objective(s) Children will practice finding sums for facts that lend themselves to make 10.
PLANNING CONSIDERATIONS
Differentiated -I will bring students to the carpet for a number talk so they can see the
Instruction/UDL/ information displayed on the white board and up close.
CSP/SDAIE -Pictures will be drawn for those that prefer a more visual approach.
-Children are allowed to draw pictures or express in words how they are processing
the information along with a correlating number bond.
-Students who are more vocal can share with me their thoughts on the subject
matter.

ASSESSMENT
Assessment of -Children will put their thumbs up or down on their chest, or verbally express
Learning understanding or confusion.
- During and at the end of the lesson, the students will demonstrate their
understanding of the topic and explain how they reached their conclusion.
LEARNING EXPERIENCES
Sequence of Activities -We will do the five-a-day to warm up the children’s brains before we start.
-The children will come to the carpet to participate in a “Math Talk” based off of the
introduction page of the math packet.
-As part of the math talk, we will go over the strategy learned yesterday, ``tens
frames” as well as today's concept, “number bonds.”
-The children are familiar with both, but we will discuss how we can use them in
different ways and why the two tools correlate.
-The children should be able to identify that both are used to add.
After the Math Talk:
-I will read the first story to the students , then I will read a couple of words and
they will repeat after me.
After reading the second time, I will ask the children to identify what the important
parts of the story are/ what we need to know to solve the problem.
-The children will identify the numbers.
-I will tell the children that the story says, “ In all?” and ask them what they think
that means. They should say that it means to add.
-The students will tell me which parts of the problem are essential to helping us
solve it and why.
-After the math talk, the students will solve the problem in the way that makes
sense to them.
-I will walk around the room to see which strategies the student’s used, in hope that
I find the one that relates to yesterday’s strategy ( using a ten’s frame to create a
group of ten and adding the left over ones (9+2= (9+1) +1= 10).
-Once the students come up to the board and share with their peers, I will go into
the lesson and demonstrate how we can use a number bond to represent the same
thing that we did yesterday with tens’ frame but with numbers instead.
-I will do the first page as a “We Do,” then, the children will complete the second
page alone.
-we will review as a class.

CLOSURE
Closure -I will give each group (there are 6 in my class) and then I will have them each solve
their groups' problems and they will come up as a group and present why their
group came to that conclusion by using a number bond.
--As a class we will discuss which strategy was the easiest for them and hopefully I
can have a student who understands this strategy explain it to their peers.
H.
Reflection on your lesson and lesson-planning.Write a reflection addressing the specific questions listed
below. Your reflection should be 1-2 paragraphs per question.

1)Why do you think this lesson would engage students in critical thinking and problem solving?
(If you taught the lesson, you can use examples from teaching this lesson with your students.)
I think this lesson would engage students in critical problem solving because I asked three students who did
children chosen were intentional. Sofie did what a majority of the students either did, or were trying to do, whether
was demonstrating the strategy that was introduced the day before, which is the building block to the lesson that I w
groups of ten. This offered a way to check their answers, if need be, as well as display their concept of grouping by
problems and persevere in solving them; 2) Reason abstractly and quantitatively; 3) Construct viable arguments and
to precision; 7) Look for and make use of structure; and 8) Look for and express regularity in repeated reasoning (P
Performance Expectations (TPEs) – Adopted June 2016) . Having the students come to the board combines all eight
the big and small boxes in their drawings, they came to the carpet and taught while others questioned how they cam

2)
How is this lesson similar to and different from other mathematics lessons you
have taught or observed in your field placement this semester or last semester?
This lesson had elements that were relative to ones we did in the passed while the newer concepts were
proved to be more difficult for the children to grasp. For example, the children have learned about tens frames and
number bonds before, but they had to use them a little differently. In this lesson, I had to try to change the schema
about what is permissible and what isn’t when it comes to number bonds and tens frames. Typically the ideas will
build on each other within the unit, but the building block of this unit came from another one.

3)
What did you learn in the process of writing a problem-solving lesson plan?
I learned that observing the teacher version of the book that the children have can be an
imperative tool in creating a lesson plan. I studied this lesson inside-out prior to execution. I took the
teacher manual home and observed all of the techniques I could have possibly used to make this lesson
for the children as easy as possible. In the full length video, I did a number talk beforehand, did a
majority of the problems with the class, allowed multiple pathways to get the answer, and supported
them through their thought processes. If I hadn't read beforehand, I most likely wouldn’t have known
what to expect from the children, relate this problem to them, or even know how to go about the
problem.