ASSIGNMENT 3: LESSON PLAN (15 POINTS)

(Type a 1-2 page double-spaced lesson plan that includes all the categories below)
GRADE LEVEL
YOUR NAME Whitney Wilder SUBJECT Math DATE 11/2/2017
Kindergarten

STANDARD: K.NBT Compose and decompose numbers from 11 to 19 into 10 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 10 ones and one, two, three, four, five, six, seven, eight, or nine ones.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Students will learn and understand the principle relationship between numbers and place value. They will
learn that place value is the value of a digit depending on its number, such as ones, and tens. Any number can be broken down by its
place value. A number is made up of digits or numerals. Students will learn how to describe, explore and explain how counting
numbers from 11 through 19 are composed of 10 ones and some more ones. Students explore and represent numbers 11-19 using
representations, such as manipulatives or drawings. Using groupable models, snap cubes, or connecting cubes allows students to
clearly reflect the relationships of ones and tens, and hundreds for which the ten can be made and grouped from ones. It is important
that students construct the concept of place value rather than having the concept of place value shown to or told them.

LIST OF MATERIALS: Paper, pencil, white board, markers, manipulatives, projector, computer.

CONCEPT OR STANDARD TO BE TAUGHT: (i.e. number sense, geometry, measurement, pattern, mathematical reasoning)

Numbers and operations.

PROCEDURE:

STEP 1: (Introduction)

Show the students video about place value that explains the difference between tens and ones. After video ask the students what they
noticed about teen numbers. Write the students comments and what they notice about the numbers down on chart paper. Write the
number 13 on the board and share that 13 is 10 + 3, and write 13= 10 + 3.

https://www.youtube.com/watch?v=uedvwH6Ay18

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 STEP 2: (Activity)

Students will work with a partner using different manipulatives to figure out different ways that they can group different items to get the
number 11 through 19. If students understand this concept, then they will be given larger numbers to explore with.

STEP 3: (Assessment. How do you know they learned? What did you see that showed a young student’s learning?)

Students share with the class their methods of counting and how they understood place value. They will explain of they used pictures or
manipulatives and why they choose to use this method.

LIST FOUR OPEN-ENDED QUESTIONS THAT YOU WOULD ASK WHILE THEY ARE WORKING THAT WOULD DEEPEN THEIR UNDERSTANDING.

How did you know the best way to represent a number?

In what ways can numbers be composed and decomposed?

In what ways can items be grouped together to make them easier to count?

How does the position of a digit in a number affect its value?

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