College of Western Idaho Lesson Plan Template

Name Date
Paige Rose 10/20/2020

Subject/Grade Topic
Mathematics/ Kindergarten Number & Operations in Base Ten

The big idea(s) or essential question(s)

Composing and Decomposing numbers from 11 to 19.

Will students begin to distinguish between the “tens” and “one’s place” value
and understand Composing and Decomposing numbers better?

State of Idaho and/or common core standards addressed

CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 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 (such as 18 = 10 + 8); understand that
these numbers are composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.

Objectives
Students will be able to decompose and compose numbers into ten ones and
some extra ones by using drawing or objects. They will also be able to record
their composition by drawing an equation and explain how many tens and ones
it took to compose their number.

TSWBAT
 Students will be able to understand that numbers are made up of "tens"
and "ones”, and write an equation for the number.

 Students will be able to compose and decompose numbers 11 to 19 using

groups of tens and some ones.

Materials and/or technology Needed

 Presentation displaying example, instructions, and challenge problems

with questions. PL
 Unifix cubes / and Mat (“Tens” and “ones”)
 Bubble gum order worksheet (BGWSL)
 Activities/procedures (include anticipated time for each)
Introduction/activator
 I will capture the classes attention by saying "Today we will be working at
a bubble gum factory! This bubble gum factory sells their gum in packs
that have 10 pieces and they sell them extra ones that are individuals."
(2 Min)
Questions students might be asking themselves:
o What is a pack?
o What are extra ones?
o What will we be doing at the bubble gum factory?
 Begin PowerPoint presentation (15 min)
o Students and I will go over the terms decompose, compose, digit,
pack, group, ones, and tens.
o I will explain the materials we will be using so that students will
understand them better.
o We will then do a few practice problems together to get the gist of
the assignment. -example. “I have an order of 17 pieces of gum. If
a pack has ten pieces how can you make this order using both
packs and extra ones?”
o Presentation link

Class activities (25 min) Class activities

(what you/students will do) (why you will do them)

 Students will be given their  This worksheet will allow

bubble gum order worksheet,
and be told that they need to
complete the orders on it. On
the worksheet there is a pack of
bubble gum with a two-digit
number (10-19). This pack will
tell the order the student needs
to fill.
 Students will build the order
using unification cubes and their
place mat, and record how many
packs of 10's it took to fill the
order and how many extra
pieces they need.
 Students will iterate what they
showed on their place mat to the
worksheet and record their ten's
and ones accordingly.
 Students will turn in when done,
and complete an exit ticket at
the end of the day to show
students to explore the beginning
understandings of place value in
a fun and interactive way.
 Place mats will allow students a
visual representation of what
each digit in a number looks like.
 Having students build, iterate
and record appropriately will help
them grasp and retain
information.
 Having students complete an exit
ticket at the end of the day will
allow me to see where they are
at as far as understanding
decomposing and composing
two-digit numbers.
 understanding. (end of day 5 min)

Closure/reminders

Closure
 Regroup and discuss how things went.
 Tell your neighbor one thing you learned.
 Exit Ticket at end of day.
Reminders
 Walk around room when possible to check for understanding.

Assessment
(how you will know students met the objectives - include rubrics)

 Students demonstrate that they have achieved the lesson objective when
they are able to successfully decompose a two-digit number into groups of
10’s and 1’s, and when they understand what digits in the number mean.
 Students will also demonstrate understanding by completing an exit ticket
showing they understand decomposing two-digit numbers and identifying
what digit is in what place value.
 Because this is the begging stages of learning students will use the self-
assessment chart and write how they felt on the exit ticket and I will write
what I thought on their paper.
 (Self-assessment)

Accommodations/differentiation

 Some students may need additional help with place value and will be
assigned to work at kidney table with teacher if needed.
 Jack and Jill are still struggling with single digit counting and will be
working on single digit gum orders instead.
 Students whom grasp the concept quickly and need a challenge will have
the opportunity to complete a few challenge problems on the board with
some deeper thinking questions.

Reflection/evaluation

 What was the most challenging portion of this lesson?

 How can I make changes to make this portion go smoother?
 Did my students grasp the material and concepts or do I need to make it
more/less in depth?
 Did I differentiate this lesson enough to allow all students to stay
involved?
 Were my students on task and engaged in the lesson?

Worksheets