Molloy College

Division of Education

Student: Alissa Fernstrom Professor: Wisnewski

Course: EDU 341 02 Date: November 13, 2017
Grade: K Topic: Addition and Decomposition Content Area: Mathematics

INSTRUCTIONAL OBJECTIVES (s)

After reviewing addition, students will decompose numbers less than or equal to 10 into pairs in
multiple ways, first with the teacher and then with two-color counters and a worksheet, showing
at least two different, correct pairs for each example.

NYS-NGLS / +NYS STANDARDS AND INDICATORS

Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-K.OA.3
Domain: Operations and Algebraic Thinking
Cluster: Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
Standard: Decompose numbers less than or equal to 10 into pairs in more than one way. Record
each composition with a drawing or a picture.

Indicator: This will be evident when students use two-color counters to complete a
worksheet on decomposition.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Language Standards
Vocabulary Acquisition and Use
KL6
Use words and phrases acquired through conversations, reading and being read to, and
responding to.

Indicator: This will be evident when students use the math vocabulary they have learned
through instruction fro the teacher.

INSTRUCTIONAL RESOURCES

Two-color Counters Powerpoint Decomposition Worksheet

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Plastic Cups Pencils Two-color Counter Virtual Manipulative

MOTIVATION

DEVELOPMENTAL PROCEDURES

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy
______________________________________________________________________________
Indicator: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________

ADAPTATIONS

DIFFERENTIATION OF INSTRUCTION

Struggling Students

Average Students

Advanced Students

ASSESSMENT

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INDEPENDENT PRACTICE

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Academic Enrichment

REFERENCES

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language