_ So Lynna Huynh: 2, rynna Huy. = Short Form Lesson Plan ae Content: Mathematics ‘Standard: K.OA.3 498007 Oven UOe ro ean G REG UEMOMED into pairs in more than one way Learning Objective(s): The students wil dsompose numbers by idelying at east one number pir for sums to Sand 6 and vite the correct equation, Learning Objectve(s): Students will decompose the numbers 9 and 10 into various number pairs while engaging in mathematic discourse. cee Materials: Swun math books, dice, two color crayons fr each student. Remind students about what it means to decompose a number (break Introduction —_| numbers apart) (1-2 minutes) | Aste Are there more than one set of numbers? Hetaiferent mumber pairs. Model the first problem on pg 181. Use two different colors. There are 9 balls in a toy box. Some are blue and red. Draw 9 balls, Color some blue-eolor the rest yeli6w. How many did you color blue? Yellow? Pele A OrRAR. Geel Body (Including | Mention that the two numbers are the parts. The number 9 is the whole Model practice) | we are decomposing. eA (3 minutes) - Write the equation using the colors from the number bond colors. - Read the equation. (Ifsome students alp st#'struggling, give them a dice to help them choose their first number,akd then have them figure out what the second number can be.) ‘A/B partners. Doa guide practice for the number 10 on pg. 182. - use two colors for this as well/color in the circles. - Let students solve one problem on their own. - After student figures out their answer, tell them to share their answers with their partner. Student A will read their equation and Student B will tell them what the number pair is. Vice versa. MODEL THIS= wy number pair are Let students do independent practice for the other problems; 1 problem at atime. EE - Students will do the same partner work as above Pek reee - Call on a student to share their answers. Ask if others had the same sk Guided Practice Independent (40-45 minutes) students for another number pair. ear = Repeat for the rest of the problem. Ug elo ote do What does it mean to decomboxé numbers? What are some strategies you can use to Closure break a whole into smaller pay} (1-2 minutes) = Counters, cubes, di, basic facts e ee an Total Time: 45-50 minutes [Providing opportunities for students to engage in mathematical discourse ~ ees acagpmic language scaffolding/supports] went Sb gee Sagan 86 9 weet” wi crore oy Sh WR ee oe an | - Wey ae wrk