Jillian Campos

Number Bonds
Math

Lesson Content
What Standards (national
or state) relate to this MAFS.K.OA.1.4: For any number from 1 to 9, find the number that makes 10 when added
lesson? to the given number, e.g., by using objects or drawings, and record the answer with a
(You should include ALL drawing or equation.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding How can you use number bonds to decompose numbers?
(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?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to Students will be able to use Part-Part Whole Boxes and Number Bonds to record
do after this lesson? Include decompositions.
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
 Jillian Campos
Number Bonds
Math

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
I am teaching this objective to help students understand how to decompose numbers 1-
10 using number bonds or part-part whole boxes.
This lesson fits into a larger plan because eventually the students will need to use their
knowledge of decomposing numbers in order to solve word problems.
I am teaching it this way in order to give the students a more hands-on learning
experience.
It is important for students to learn the concept because as they get older, they will need
to solve harder word problems using addition or subtraction.

Evaluation Plan- How will Formative: The students will be practicing how to use number bonds on the carpet
you know students have using a white board marker and a laminated worksheet. I will also be walking around the
mastered your objectives? classroom with a clipboard and a checklist while the students are practicing number
bonds in the four stations I will have set up.
Address the following:
What formative evidence Summative: End of the unit test.
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
 Jillian Campos
Number Bonds
Math

What Content Knowledge The teacher will need to know what number bonds are, how to use them, and how to
is necessary for a teacher explain them to the class. The teacher will also need to search different stations for
to teach this material? number bonds before beginning the lesson.

What background The students will need to be able to count 1-10. They will also need to know what add
knowledge is necessary for and subtract mean.
a student to successfully
meet these objectives?

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about Students might not understand what add means so they could just put the two numbers
this content? together instead. For example, if the students had the number 4 and 5, then they could
think it equals to 45 instead of 9.

Lesson Implementation
Teaching Methods The methods I will be using during my lesson are guided release, demonstration, and

(What teaching method(s) will station.
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time
(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.)
5 min
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions 3 min
will you ask?
How will materials be
distributed?
Who will work together in 5 min
groups and how will you
determine the grouping?
How will students
transition between
activities? 17
What will you as the min
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
Jillian Campos
Number Bonds
Math
Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher I will begin by having the students glue in their journal question into
and their math notebook. Then I will read the question but I will explain
students to the students that by the end of my lesson, they will be able to
answer this question.
Journal Question: If the answer is 9, what is the question.
Teacher
Then I will have the class go to the carpet with their clip boards
where I will go over what Part-Part Whole is by using an anchor chart
I will make prior to my lesson. I will explain what number bonds and
Teacher part-part whole boxes are.
and
students Then I will give the students a number bond mat that is laminated
and has a blank number bond on it. I will for show the students how
to solve a problem first before I give them numbers to try. Then I will
call out numbers to give them practice.
Teacher
and When I feel confident that they understand, I will split the class into
students groups of 4 and send each group to a station. (I will explain how to
do each station before they begin.) I will give each group three
minutes at each station to practice how to solve number bonds. As
the students are practicing at the stations, I will be walking around
 Jillian Campos
Number Bonds
Math

they supporting students with a clip board with a class roaster. I will put a check next to the
learning? students who I think understand the concept and an X next to the
What model of co-teaching 5 students who dont understand.
are you using? mins
Students Have students go back to their seats, get out their math journal and
answer the journal question that they glued into their journal at the
beginning of the lesson.

Stations:
- Number bond plates: I will have four plates that are divided
into three parts. Two parts will be labeled as the Part and the
other section will say Whole. I will have number cards for
them to use.
- Number bond pipe cleaners: I will make number bonds out of
pipe cleaners and the students will be able to use either
cubes or counting bears to practice.
- Hanger bonds: I will have four hangers with a number on the
top of the hanger and I will have that same number of clothes
pins at the bottom of the hanger so the students can practice
making different number bonds a different way.
- Hula hoop bonds: I will place three hula hoops to make a
number bond and connect two of the hula hoops to the third
hula hoop using tape. This is where the students will be able
to do an interactive number bond.

What will you do if a student struggles with the content?

If a student struggles with the content, then I will make sure I pull struggling students
into a small group to give them the support they need after my lesson. I can also give
them more time to practice with each station.

What will you do if
Meeting your students
needs as people and as
learners
Accommodations (If
needed)
(What students need specific
accommodation? List
Jillian Campos
Number Bonds
Math
a student masters the content quickly?
If a student masters the content quickly, then I plan on giving the students word
problems to practice solving.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The lesson connects to the interests of my students because it is a hands-on lesson that
requires the students to do fun activities.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community, because students will need to be able to
add when they go to the grocery store, out to eat or shopping.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will differentiate my instruction for students who need additional challenge by seeing if
the students can do number bonds using numbers 11-20.
How will you differentiate instruction for students who need additional
language support?
Since number bonds are only numbers I think students with additional language support
will be able to engage in this lesson without additional help.
C.H.- This student has a hard time following directions and staying on task, so I might
have to work with him a little more.
J.K.- This student also has a hard time following directions, listening, doing his work and
 Jillian Campos
Number Bonds
Math

individual students (initials), keeping his hands to himself.

and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials Number bond mats

(What materials will you use? Number bond plates
Why did you choose these White board markers
materials? Include any Clip board
resources you used. This can Pipe cleaners
also include people!) Counting bears or cubes
Hanger
Clothes pins
Hula hoops
Tape
Number cards