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# UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

Common Core State Standards
Kindergarten, Mathematics: 1) Compose and decompose numbers from 11 to 13 into ten 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., 13=10+3); understand that these numbers are composed of ten ones and one, two, or three ones.
(K.NBT.1)
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will represent the decomposition of 11, 12, and 13 as ten ones and additional ones.
Students will demonstrate understanding that the numbers 11, 12, and 13 can be decomposed as the
sum of ten and some ones. The number 11 is decomposed to 10+1, the number 12 is decomposed to
10+2, and the number 13 is decomposed to 10+3.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
There will be many opportunities for students to demonstrate understanding of decomposing numbers 11 to 13
throughout provided activities. Teacher will continuously be posing questions throughout opening move, train,
and powerpoint activities. Teacher will also provide independent work to see if students are using the tools
necessary to decompose numbers 11, 12, and 13 accurately.
What modifications of the above assessment would you use for language learners and/or
students with special needs?
Though some students may be able to answer and solve questions through mental math, there will be many
opportunities for language learners and students with special needs to answer questions by counting together
and using visual representations. Teacher will also implement pair share and listen to conversations for
students who feel shy participating in a whole group setting.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students have previously learned to make numbers 11 to 19 using ten-frames. Students have prior knowledge
also of decomposing numbers from 1-10.
Strategy to connect school learning with prior experiential knowledge and/or cultural
background
During the powerpoint activity, teacher will be using scenarios/examples that students know of and can relate
to.
Pre-assessment strategy
Teacher will be able to assess as a class how well students understand the concept of decomposing numbers 11,
12, and 13 during the opening move activity. Consequently, teacher will determine how much she will need to
scaffold additional activities. Teacher will see how the students are answering math problems when students
raise their hands using their fingers to represent their answer. Teacher will also listen to the pair sharing and
see whether or not students are being able to justify their answers and thought processes.
Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be
explicitly taught?
In order for students to understand decomposition, students will need to have an understanding of words such
as: In total, In all, first group, second group, equal, plus, set, tens frame.
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
Teacher will provide opportunities for students with different modalities. Students who are kinesthetic learners
will be able to be a part of the mathematical stories. Students who are visual learners will have visual aids and
representations throughout the lesson. Teacher will differentiate questions throughout the course of the lesson.
Teacher will also allow for students to work independently, pair share, and group work. The activities are
designed to have explicit scaffolding: the first activity is an introduction second activity understanding the
concepts, and third activity applying the concept to sentence frame together, and the last activity having them
apply the concepts to sentence frames independently. Teacher will encourage all strategies students can use to
answer questions such as mental math, counting on, and one-to-one correspondence to encompass all levels.
Teacher will also provide additional scaffolding for students who are in need of assistance during independent
work.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential
backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and
build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive
understanding.

List what the teacher will be doing and what the students will be doing.
Time

5 min

10-15
mins

10-15
mins

Teacher

Teacher will start by asking 2
students to come up to the
front of the class. As a class, we
will count how many fingers
we see total. Teacher will write
total on the board. Then
teacher will separate the two
students so that the class can
see one group of ten and one
group of one. Repeat with
numbers 12 and 13.

Teacher will have students sit
in a circle. Teacher will have
12 volunteers come to the
middle of the class. Teacher
will have one student be a train
conductor and the other
remaining students as train
passengers. There will be a
human sized tens frame in the
middle of the circle. Teacher
will explain that although we
have 11 students total only 10
students can get on the train at
one time. Teacher will give
each student on board a
number card on a stick to hold
up. Repeat for numbers 12 and
13.

Teacher will have a powerpoint
with different scenarios. To
transition, teacher will explain
that there are 11 people total.
Power point will show one
train with 10 carts and teacher
will put one cut out person
with each train cart. Teacher
will tell students that there will
not be enough space on the
train to seat all 11 people. The
next powerpoint slide will have
two trains so that the teacher
can seat the last person on the
next train. Teacher will have a
sentence frame on the slide to
represent the total number of
people riding the train, how
many were on the first train
plus how many were on the
second train. Other scenarios
will have: book shelf, fish bowl,

Students

One student will hold 10 fingers up and one
student will hold 1 finger up.

Have first 10 students each stand on one frame.
Once all the students in the first group are on a
frame in the 10s frame, the entire class (students
in the train and students sitting in a circle) will say,
choo choo with train hand motions. Once the
choo choo is done, the first group of 10 students
will sit down. Then, the remaining student will
aboard the train and the entire class again will say
choo choo with train hand motions and
afterwards student will sit down. After students
are given a number card on a stick, they must hold
it up during the train ride. Repeat for numbers 12
and 13.

After teacher models the first scenario, students
will have opportunities to come up to the front of
the class and help fill in the sentence frames on the
board.

Resources/
Materials

White board
and marker

Human sized
tens frame,
conductors
hat and apron,
number cards
on a stick

Powerpoint
presentation

= +

10-15
mins

Total:

50-60
mins

Teacher will transition into
independent activity time.
parts necessary to make their
decomposition bonds. Teacher
will step by step teach students
how to make the bonds.
Teacher will pass out
worksheet for students to
complete using their bonds.

Students will make the decomposition bonds and
use these bonds to complete given worksheet.

Materials for
decompositio
n bonds,
worksheet,
counters