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# Wittenberg University

Date

Course Name

## Clinical Faculty (CF) Name

CF Approval (Initial)

Subject Area(s)

LESSON TOPIC Ways To Make 5-Decomposing Lesson
Type of Lesson

Small Group

Whole Class

Confidential Information:
IEP Goals and 504 Plans addressed for identified students (first names only):
Hope: Wears glasses; large visual problem
Sits in the front of the classroom. SMARTBoard will be used to demonstrate the
problems and numbers for the student

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## Materials & Resources:

Where did you get your lesson ideas? Provide APA citations for origin of lesson (e.g., original, textbook, internet URL, etc.)
List and attach copies of handout(s), workbook pages(s), notes, etc. at end of plan

What technology and how are students using it for this lesson?

## The Big Idea / Enduring Understanding and Essential Question

Students will learn what it means to represent a number in different ways and will begin to explore decomposing numbers.

Ohios New Learning Standards (ACS) / Common Core State Standards (CCSS):
Educational Standards

## (for math and science include practice standards)

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

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## Anticipated Prior Knowledge

Decomposition of numbers 1-4
Understanding of numbers ( 5 cubes is 5 even if I move them around)

Lesson Objectives
Assessment Guidelines

## Instructional Procedures (identify steps in sequential order)

Differentiation
( including IEP goals being addressed)

## A. Engage and Explore

Start out the lesson with a problem of the day. Have it projected on the smart board for students to Projection of smart board along
see.
with problem previously printed
and handed to student.
Elliot has 5 pretzels. Carter has 2 pretzels. How many pretzels do they have all together?
I set this problem up with some structure to help the students organize their thinking. I give a
blank number sentence frame to remind the students how to write their answer as an equation..
Since we do this whole group, I have one students come up and do this problem. I have the
student create the number sentence. I remind students to check their work when they are
finished and have the class tell if they agree or disagree by showing a thumbs up or thumbs
down.
B. Explain and Discuss
I start this lesson by hanging a piece of chart paper on the front board. I attach a large number 5
to the top of the chart.

Say This: What number is this? We are going to look at some other ways to represent the
number 5 besides the numeral. Can anyone think of a way that we can represent the number
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5?
Call on students to tell ideas for how to represent 5. Add the ideas to our chart. Have a variety of
pictures available, but I also draw any additional ideas that students come up with. Some ideas
include dots in a ten frame, dots on a domino, bears, tally marks, and cubes. Repeat this same
activity for each number.
Now we are going to look at another way that you can represent numbers. You can use addition
number sentences that are equal to the number.
Give each student 5 connecting cubes of the same color and let them use them to come up with
number sentences. I add these to the chart.
When they are finished, tell students that they are going to be practicing decomposing the number
5 on a Ways to Make 5 Worksheet. (attached)
Pass out the cups with 5 bear counters in them to each student
Say this: We are going to work on this paper together. When you get to your seat, do not touch
your cup of counters. You need to get out a pencil and put your name on your paper. When your
name is on your paper hold your pencil in the air, that will let me know that you are ready to start.
Read the instructions aloud to the students.
Count the frogs. Write the numbers to complete each equation.
Say This: The first thing the directions tell you to do is count the frogs and write the number to
complete each equation. You may use your counters if needed. You will notice that the last
question does not have pictures for you to count. For this question, you will need to use the bear
counters to come up with your own way to make 5.
Work through the first 5 questions together. For the last question, show one way to do it on the
SMARTBoard. Then allow the students to come up with their own way. Walk around and make
sure that students are correctly counting writing their equations.
C. Closure
To close, I put a student's paper on the document camera and project it on the SMART Board and
have that student explain their work. (focusing on the last problem they had to do) I have the
student use the counting bears to show how he or she came up with the equations in number 6. I
mention positive things noticed during centers as well as something that needs to be better next
time. Then review what we did during our whole group lesson. "Today we learned about different

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## ways to make 5. Tomorrow we will learn about ways to make 6."

Homework & Home Connections:

## Academic Language/Key Vocabulary: (Words and student-friendly definitions)

Interdisciplinary Connections: