General Information

Lesson Title: Decompose Numbers 6 through 10

Subject(s): Math

Grade/Level/Setting: Kindergarten

Prerequisite Skills/Prior Knowledge:

 Count from 1-20

 Verbal counting
 Object counting
 One-to-one
 Concept of decompose
 How to decompose numbers 2 through 5
 Know how to work with a partner

Standards and Objectives

State/National Academic Standard(s):

TITLE 19 EDUCATION
PART 2 TEXAS EDUCATION AGENCY
CHAPTER 111 TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS
SUBCHAPTER A ELEMENTARY
RULE §111.2 Kindergarten, Adopted 2012
(b) Knowledge and skills.

(2) Number and operations. The student applies mathematical process standards to understand how to
represent and compare whole numbers, the relative position and magnitude of whole numbers, and
relationships within the numeration system. The student is expected to:

(I) compose and decompose numbers up to 10 with objects and pictures.

Learning Objective(s):

 Students will be able to identify on their own one or more than one way to decompose numbers 6
through 10 and record the decompositions of numbers 6 through 10 into drawings and equations.
 Students will complete the Decomposing Numbers 6 through 10 Assessment with a minimum of
80% accuracy.

Materials Technology

 SmartBoard  SAMR Level: Augmentation: The use of the

 Double sided counters SmartBoard provides opportunities for student
 Paper cup interaction and engagement.
 Crayons
 Shake and Spill recording sheet A
 Shake and Spill recording sheet B for Gifted and
 Talented

Language Demands

Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to
participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
understanding.

Language Function(s):

 Explain: Students will be able to verbally explain how and why a number between 6 and 10 is
decomposed.

Vocabulary:

 Decompose
 Whole-part-part
 Break apart

Discourse and/or Syntax:

 Discourse: Students will identify and explain one way or multiple ways to decompose numbers
between 6 and 10.

Planned Language Supports:

 Relevant vocabulary words will be shown and available for reference on the Math Word Wall at the
front of the room
 Examples of decomposing will be projected on the SmartBoard for review and reference

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher Student Actions

 Whole group discussion on front carpet  Will participate in the whole group discussion
 Quick review of relevant vocabulary terms by answering questions
and their definitions while pointing to  Will ask me questions if they are struggling
them on the Math Word Wall with anything or not understanding
 I will use the SmartBoard to do a quick
review on the decomposition of numbers
in order to activate prior knowledge
 Ask if anyone has any questions or
concerns

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

 Everyone will be seated together on the  During this time, all students should be quietly
carpet so I can model the game Shake and paying attention
Spill and how to fill out their worksheet.
 I show the students the double sided
counters that will be given to them have
one side that is red and one side that is
yellow.
 I put 6 counters into a paper cup. I gently
shake the cup and spill them out onto the
projector for everyone to see.
 I separate the red counters from the
yellow.
 I fill in the empty circles on my Shake and
Spill Recording Sheet with the correct
amount of red counters and yellow
counters shown.
 I create my number sentence by writing
the number of red counters shown and
the number of yellow counters shown in
the blank spaces.

Guided Practice:

Activity Description/Teacher Student Actions

 After showing how to play the game, I ask  Students should be paying attention
if anyone would like to come up and try.  Students should ask questions
 I have the student gently shake the cup  Volunteer students will come up to interact
and spill the counters out on to the with the SmartBoard
projector.  One partner will return to their table while the
 I have the student separate out the red other partner gathers the manipulatives and
from the yellow counters and tell me how materials.
many they see.
 I then have the student interact with the
SmartBoard by filling in the empty circles
with the correct amount of yellow and red
counters shown. Once finished, I have
them go back to the carpet.
 I have another student come up to fill in
the corresponding blanks to create the
number sentence.
 I ask the other students to give a thumb
 up or a thumb down showing me if they
think the number sentence is correct.
 I have the student return to the carpet
and then ask if anyone has any questions.
If none, I tell them that they will be
working with their partner to fill out the
worksheet.

Independent Student Practice:

Activity Description/Teacher Student Actions

 I hand out the Shake and Spill recording  Each partner will take turns shaking and
sheet to each student. There are 2 spilling the counters.
different versions so I will give my Gifted  The student in charge of the red counters will
and Talented students version B to work separate those from the yellow ones, count
on. them and then color in with a red crayon the
 I point to each partner and tell them if empty circles on the Shake and Spill recording
they are to count the red counters or the sheet. They will also write the number of red
yellow counters. they counted in one of the blanks on the
 While students are working on their number sentence.
assignment, I will walk around to each  The student in charge of the yellow counters
group to observe and listen in order to will separate those from the red ones, count
assess for mastery. them and then color in with the yellow crayon
 If I notice anyone struggling, I will ask the empty circles on the Shake and Spill
leading questions to help recording sheet. They will also write the
number yellow they counted in one of the
blanks on the number sentence.
 The partners will help each other and discuss
their findings.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

 To wrap up, I have the partner who  One partner will clean up and return the
gathered the materials return them to materials used for the game while the other
where they belong and I have the other partner turns in both students' worksheets.
partner turn in both of their worksheets  Everyone gathers on the carpet to discuss the
to me. game, what their results were and what they
 I have everyone gather back together on learned.
the carpet to have a whole group
discussion about what they saw and what
 they learned.

Differentiated Instruction

Consider how to accommodate for the needs of each type of student. Be sure that you provide content-
specific accommodations that help meet a variety of learning needs.

Gifted and Talented: I will have a separate worksheet for those students who have already mastered
writing number sentences. This worksheet has them instead create just a number equation without the
use of any words just symbols.

EL: The use of manipulatives already is helpful and will allow these students to be more engaged and be
able to make better connections. I will provide a list to these students in their native language of the
vocabulary terms and definitions shown on our Math word wall.

Students with Other Special Needs: The students will be strategically paired together. These students
will be paired with a partner who can provide support to them. More time will be given to these
students to answer questions or come to conclusions.

Assessment

Formative

Students will show mastery by being able to identify on their own one or more than one way to
decompose numbers 6 through 10, record the decompositions of numbers 6 through 10 into drawings
and equations, and verbally explain how to decompose a number between 6 and 10.
1. Observe and listen to each group of students while walking around the room in order to check
for understanding and mastery.
2. Students will complete an exit ticket at the end of the day's lesson.

Summative

 Students will be able to identify on their own one or more than one way to decompose numbers 6
through 10 and record the decompositions of numbers 6 through 10 into drawings and equations.
 Students will complete the Decomposing Numbers 6 through 10 Assessment with a minimum of
80% accuracy.