Title Making ten/ Decompoing 1
Source No Sources use.
Grouping Group and partner
CCSSM Content Standard
OBJECTIVE – central focus
Prior Knowledge
Instructional Materials
Academic Language
Active Learning that
Supports Diverse Student
Needs
Gathering and Probing
Questions (Assessing
Questions) to help struggling
students (Taking action
chapter 5)
Making Math Visible
Questions (Advancing
Questions) regarding
SUBMITTED BY Lucas Czerwonka
GRADE Level
1st Grade
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12
- 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Students will be able to use making ten to solve addition problem within 20
Students will be able to use decomposing a number leading to a ten to solve
subtraction problems within 20
CCSS.MATH.CONTENT.K.OA.A.4
In kindergarten they were able to find the numbers that create 10.
CCSS.MATH.CONTENT.1.OA.C.5
CCSS.MATH.CONTENT.1.OA.B.3
CCSS.MATH.CONTENT.1.OA.A.2
Within First grade the student already learned how to relate counting to
addition. They also learned how to apply the commutative and associative
property with addition and subtraction. The student have learned how to add
and subtract by using visuals.
Big Number Cards 1-20
Individual Number Cards 1-20
Base ten Block/ Counter
Language demands
Vocbaulary: place value, Addtion, Subtraction, decomposing, making ten
Syntax and Discourse: The vocabulary word that will be used in the lesson will be
understood in syntax and discourse. We will be review place value, addition, and
subtraction before the lesson.
Language function
Students will apply their knowledge of decomposing numbers and making tens.
To introduce this new topic the lesson will focus on the whole class and class
discussion. Start by having the equation 7+5=? Displayed on the board. Ask a
student to come up and hold a card representing the numbers. When it comes to
the number 5 mention that you can not find the five. Ask the students if they
know of any numbers that can be added to get five. Possible answer of 3+2. Add
the 7+3+2= 12. Try this with other numbers repeating the similar strategies. Then
change it to subtraction with 14-5=? Again, not having the five and asking it they
can break it down. 14-4-1=9. Do a few more of similar problems. Put the students
into partners providing them with their own set of cards and the options of
counters/ Base ten blocks. Provide problem for them to decompose and make into
tens.
How was it that you broke down the numbers?
Why was it that you broke the numbers up this way?
How can decompose the other number to make the numbers that add to ten?
conceptual understanding
(Taking action chapter 5)
Questions that encourage
reflection and justification Explain to me what you did?
(Taking action chapter 5) I see that you broke up 9 into 3 and 6 please explain why?
Assessment Activity when I whole class discussion is informally assessed by student
participation and understanding of new concept.

In partner work Informally assess the discussion the student is having with each
other. Formally assess to see if that the students are using the new concept to add
and subtract by going around to check their work
Adaptation/Accommodations The student with autism will be allowed to work with who they decide or work on
Special Needs (you should use their own.
one student from your
Background Information
about Class)
NOTE: Use a different student
for each of your lesson plans.

Challenge For Gifted For the Gifted student he will be provided with problems that involve numbers
greater than 20. When I partner, they will have different problem but will be able
to explain the problems to each other. They will still solve the problems by using
base ten, creating ten, and decomposing.

Title: Equivalent/ Known sum 2 SUBMITTED BY Lucas Czerwonka

Source .No sources used
Grouping
CCSSM Content Standard
OBJECTIVE – central focus
Partner GRADE Level
1st Grade
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12
- 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Students will be able to use relationship between addition and subtraction to solve
addition and subtraction problems within 20

Prior Knowledge
Instructional Materials
Academic Language
Students will be able to create equivalent but easier know sums to solve addition
problems
CCSS.MATH.CONTENT.1.OA.C.5
CCSS.MATH.CONTENT.1.OA.B.3
CCSS.MATH.CONTENT.1.OA.A.2
Within First grade the student already learned how to relate counting to
addition. They also learned how to apply the commutative and associative
property with addition and subtraction. The student has learned how to add and
subtract by using visuals.
Base ten block/ Counters
Number card 1-20
White boards
Language demands
Vocbaulary: place value, Addtion, Subtraction, equvilant, known sums

Active Learning that
Supports Diverse Student
Needs
Gathering and Probing
Questions (Assessing
Questions) to help struggling
students (Taking action
chapter 5)
Making Math Visible
Questions (Advancing
Questions) regarding
conceptual understanding
(Taking action chapter 5)
Questions that encourage
reflection and justification
(Taking action chapter 5)
Assessment
Adaptation/Accommodations
Special Needs (you should use The student with visual impairment will have copy of the problems that are
one student from your
Background Information
about Class)
NOTE: Use a different student
for each of your lesson plans.
Challenge For Gifted
Syntax and Discourse: The vocabulary word that will be used in the lesson will be
understood in syntax and discourse. We will be review place value, addition, and
subtraction before the lesson.
Language function
Students will apply their knowledge of equivalent numbers and know sums.
In partners they will be given base ten block and number cards. They will have
different problem displayed on the board like 8+3=11 with the cards give
they will arrange the numbers to a subtraction problem 11-8=3 or
11-3=8. Copy the problems on the white board and hold them up.
Work through these as a class check for understanding as we go.
With the base ten blocks show how 5+7= 5+5+2=12.With this revisit
the fact families we previously learned such as 7+7=14. Use these
when solving problems such as 6+8= 6+6+2=14 Have students work
with partners to complete additional problems as a class using both
methods. Share with the class. additional support and instruction
based on results.
How can you write this as a subtraction problem?
What familiar addition problem we can break this into?
Please write this as a different subtraction problem?
Explain to me what you did?
Please explain why you change it to 11-8 and not 11-3
In partner work Informally assess the discussion the student is having with each
other. Informally assess that the students are using the new concept to add and
subtract.
Have them transfer a few of the problem they wrote on the white boards to a sheet
of paper that will be collected and check for understanding.
displayed on the board.
For the Gifted student he will be provided with problems that involve numbers
greater than 20. Still solving the problems the same way but it is made more
challenging by having greater numbers.
Title: Choosing own Strategy 3
Source No sources used
Grouping Partner
CCSSM Content Standard
OBJECTIVE – central focus
Prior Knowledge
Instructional Materials
Academic Language
Active Learning that
Supports Diverse Student
Needs
Gathering and Probing
Questions (Assessing
Questions) to help struggling
students (Taking action
chapter 5)
Making Math Visible
Questions (Advancing
Questions) regarding
conceptual understanding
(Taking action chapter 5)
Questions that encourage
reflection and justification
(Taking action chapter 5)
Assessment
SUBMITTED BY Lucas Czerwonka
GRADE Level
1st Grade
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12
- 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Students will be able to add and subtract within 20.
Students will be able to use different strategies.
CCSS.MATH.CONTENT.1.OA.C.5
CCSS.MATH.CONTENT.1.OA.B.3
CCSS.MATH.CONTENT.1.OA.A.2
Within First grade the student already learned how to relate counting to
addition. They also learned how to apply the commutative and associative
property with addition and subtraction. The student have learned how to add
and subtract by using visuals.
Base ten block
Number card 1-20
Questions around the room
Language demands
Vocbaulary: place value, Addtion, Subtraction, equvilant, known sums, making
ten, decompsoing
Syntax and Discourse: The vocabulary word that will be used in the lesson will be
understood in syntax and discourse. We will be review place value, addition, and
subtraction before the lesson.
Language function
Students will demonstrate their understanding the different strategies
(equivalent, known sums, making ten, decompsoing)
Around the room different problems will be place. In partners students will go to a
specific problem. At each problem the students will get 2 minutes to use one of the
strategies learned and discuss the problem to come up with an answer. Student
must use each strategy at least once. At each problem there will be Number cards
1-20 and base ten blocks. For 3 problems explain why you picked that strategy.
Once the student have attempted each one they will come together to see which
strategies they used.
How can you use making ten to solve this problem?
How can you use another strategy to find this answer?
Explain to me what you did?
Why did you choose this strategy?
Why did you choose to decompose this number?
 Informally assess the discussion between partners.
Informally assess the student explanation of how they completed the problem.
Formally check the work by having them turn in the worksheet with work and
answers. Check to make sure they used each strategy once and understood the
strategies.

Adaptation/Accommodations
Special Needs (you should use For ELLs they will be working with each other so they can discuss in native
one student from your language and question that are posted around the room will be also provided in
Background Information native language.
about Class)
NOTE: Use a different student
for each of your lesson plans.
Challenge For Gifted More challenging problems will be posted next to the problems around the room.
For a few of them have the student create, solve, and explain their problem. At one
station have them compare the numbers and how they solved their problem to one
that the teacher made and solved.