Veronica Herrero-Velarde

Differentiated Lesson Plan: Math

Houston Baptist University
College of Education and Behavioral Sciences
Lesson Plan Format
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Subject: Math Grade Level: K Time Estimate: 45 min.

Unit: Compose and Decompose Topic: Decompose: Part, Part, Whole

Goal(s): TSW understand how to compose and decompose numbers up to 10.

Objective(s):
 TSW compose and decompose numbers up to 10 with objects and pictures.
 TSW select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
 TSW communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
 TSW create and use representations to organize, record, and communicate
mathematical ideas.

TEKS:
MATH.K.2I
MATH.K.1C
MATH.K.1D
MATH.K.1E

Materials/Resources/Technology needs:
Teacher Materials: Student Materials:
 Whiteboard  Snap Cubes
 Dry Erase Marker  Counters
 Anchor Chart Paper  Small Cups
 Colored Markers  Snap Cube Worksheet
 10 Chairs  Shake, Shake, Drop Worksheet
 Sticky Notes (2 colors)  Number Bracelets (optional)
 Snap Cubes  Plates (optional)
 Document Camera  Manipulatives (optional)

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Instructional Procedures
Focusing Event:
 TTW ask the class, What do you think it means to decompose? Write down the
students’ predictions on the whiteboard.
 Give examples of ways that we use decompose, such as in science to talk about a
plant decaying.
 TTW ask the class, How do you think we can decompose in math?

Teaching/ Learning Procedures:

1. Anchor Chart
 TTW write the word decompose on the chart. What letter does decompose
begin with? Have a student come up and underline the letter d in a different
color.
 TTW write destroy under decompose. What letter does destroy begin with?
Have a student come up and underline the letter d in the same color as before.
 TTW ask, What do we observe about these 2 letters that are underlined? Are
they the same or different? What letter is it?
 TTW explain that we can remember that decompose means that we destroy
into pieces because they both start with d. Lead the class in repeating
“decompose means we destroy”, making the letter d with your 2 hands and
then breaking them apart.
 TTW demonstrate by drawing 5 squares connected with an arrow pointing to
5 squares separated.
2. Decompose Song
 TSW sing the “Decompose Song”:
Decompose, decompose! (Clap twice)
Break it on down, break it on down! (Shake fists)
Decompose, decompose! (Clap twice)
Break it on down, break it on down! (Shake fists)
Start with a whole. (Put hands together)
Part, part! (Separate fists)
Start with a whole. (Put hands together)
Part, part! (Separate fists)
Decompose, decompose! (Clap twice)
Break it on down, break it on down! (Shake fists)
Decompose, decompose! (Clap twice)
Break it on down, break it on down! (Shake fists)
3. Decompose Demonstration
 TTW tell the students that we are taking a trip to the movie theater. How
many of you have been to the movie theater before? Point out that there is
usually an aisle separating the seats.
 TTW put 10 chairs up at the front of the room, separated in 2 groups of 5.
 TTW have 5 students come up and sit in 5 of the chairs, all on the same side.
 TTW tell the students that we will be decomposing the number 5 to make all
the different friends of 5. What does this mean? Breaking it down into parts.
The parts are the different friends of the whole, 5.
  TTW ask, How many parts do we have on this
side (full row)? What about the other side
(empty row)? What is the whole?
 TSW answer that we have 5 parts on one
side and 0 parts on the other.
 TTW put up 5 sticky notes of the same
color on the anchor chart and write “5
and 0”.
 TTW ask, What would happen if one of our
friends goes to the other side? Have 1 student
get up and move to the empty row, allowing the
student to make up a silly reason why they have
to move (someone spilled their popcorn on them,
they can’t see, etc.).
 TTW ask how many parts on each row
now that 1 person has moved. Is the
whole still the same?
 TSW answer that we have 4 parts on one
side and 1 part on the other but we still have 5.
 TTW put up 4 sticky notes of the same color and 1 different colored
sticky note on the anchor chart and write “4 and 1”.
 TSW continue until all 5 students are on the other row, showing “0 and 5”.
 TTW ask, What did you observe as the students went to the other row? What
was happening? Did the parts change? What about the whole? How many
different ways can we decompose 5?
4. Guided Practice: Snap Cubes
 TSW go back to their desks.
 TTW give each student 5 snap cubes.
 TTW model using the document camera and
snap cubes.
 TTW show the students how the parts make the
whole.
 TTW give various instructions to the students
while modeling and TSW share:
 What is one way that you can decompose
5?
 What is a different way that you can
decompose 5?
 Show me 5 and 0/4 and 1/3 and 2/each
reversal.
 What is the whole?
 How can we sort the parts?
 How can we check to make sure that we
wrote our number sentence correctly?
 TSW complete a worksheet to record the different ways to decompose 5 using
snap cubes.
5. Individual Work: Shake, Shake, Drop!
 TSW each get 5 counters with a different color
on each side (in a cup).
 TSW shake the counters in the cup and drop
them on their desk.
 TSW record the parts on their worksheet.
 TSW color in the circles to match the
colors of the 5 counters. For example, if
I dropped my counters and had 2 yellow
and 3 red, I would color in 2 yellow
circles and 3 red circles.
 TSW write the number sentence.

Formative Check (ongoing or specific):

 TTW walk around the room as students are working
individually, looking at the students’ work and
checking for any mistakes.
 TTW ask questions throughout the lesson to check the
students’ understanding.
 TTW listen to students’ responses during discussions.
 TTW also check the students’ worksheets and provide feedback.

Reteach (alternative used as needed):

TTW remind the students to think of decomposing as breaking down a number into
smaller parts. We still have the same number of pieces, but they are in different groups.
Remind them of the movie theater example and ask them questions like, Did all the
students still get to watch the movie? Explain that they just moved spots. If students are
confused, demonstrate using snap cubes or other manipulatives.

Closure:
TSW sing the “Decompose Song” again. How would you explain decomposing in math?
Have the students raise their hands to give the different friends of 5 (the different
part/part combinations) and write them on the board.

Assessment/Summative Evaluation:
TSW be formally tested at the end of the unit.
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Modifications/Notes:

1. Gifted and Talented/Advanced Learner:

 Have students write addition statements for their parts/wholes.
 Have students create number bonds for their parts/wholes.
 Increase the number to 6 instead of 5.
 Ask prompting questions such as:
 What would you suggest doing first when decomposing a number?
  Predict what the other part would be if your whole is 5 and one part is
1.

2. English Language Learner:

 Practice important vocabulary with the
student. Concept words such as joining,
putting together, combining, adding,
taking apart, separating, minus, plus,
and difference will be important in
decomposing.
 Have students sort these vocabulary
cards and demonstrate them with snap
cubes.

3. Special Education/Struggling Learner:

 Give students a number bracelet to practice decomposing. Allow them to explore
using the beads or give them cards to instruct them on how to divide the beads
into parts.

 Explicitly teach the students different ways to show their work when
decomposing to see which method they prefer. Several options are shown above.
Model these methods for the students and have them practice in a guided setting.
 Use manipulatives! Try to find manipulatives that interest the student. For
example, if they like animals, you can use small animal figurines to practice
decomposing.
 Use a plate sectioned off with tape as well as
sticky note labels and manipulatives to practice
decomposing. Have the student put the correct
number of manipulatives in each section and label
them with the sticky notes to show the parts and
whole.
 Lower the number from 5 to 4 or 3 if needed.
 Throughout the lesson, TTW write the parts on the
board and say them to reach both visual and
auditory leaners. Handling the manipulatives will
reach kinesthetic learners.