MATH METHODS LESSON PLAN FORMAT

Title of Lesson: Decomposing Numbers Date:

School
Author(s): Cristina Sedo
District:

Mentor Teacher: Campus:

1st Grade
Subject Area: Mathematics Grade/Level:

COMPONENT DETAIL
This lesson will be taught in a heterogeneous first grade class with
students of varying abilities and levels of achievement. There are 24
Student Population
students: 13 males and 11 females. There are 11 White, 9 Hispanic, and 4
African American students.
Materials/Resources Anticipatory Set:
Book: 12 Ways to Get to 11 by Eve Merriam

Instructional Modeling:
Base Ten Blocks
SmartPal (for teacher use)
Dry Erase Marker
Data Collection Sheet that will go inside of SmartPal

Check for Understanding:

Base Ten Blocks
Dry Erase Marker for each student
SmartPal for each student (with fill in the blank worksheet 1)

Guided Practice:
Base Ten Blocks
SmartPal for each student (with worksheet 2 installed on other side)
Dry erase marker for each student
Bowl filled with cards numbered 1-99

Independent Practice:
Base Ten Blocks
Data Collection worksheet
Bingo Ball spinner Cage with balls that are individually numbered 1-99

Assessment:
Base Ten Blocks
Worksheet with preselected numbers for students to decompose
 Reteach:
Bags of Loose Change (bag of dimes and bag of pennies)

Enrichment/Extension:

Discuss how to use the materials provided only for their intended
purpose.
Safety Students must wait their turn to speak.
Students should respect themselves and their peers.

Content TEKS:
1.2 Number and operations. The student applies mathematical process
standards to represent and compare whole numbers, the relative position
and magnitude of whole numbers, and relationships within the
numeration system related to place value. The student is expected to:
 (B)  use concrete and pictorial models to compose
and decompose numbers up to 120 in more than one way as so
many hundreds, so many tens, and so many ones.

TEKS/ELPS Process TEKS:

The student uses mathematical processes to acquire and demonstrate
mathematical understanding. The student is expected to:
(D) communicate mathematical ideas, reasoning, and their
implications using multiple representations, including symbols,
diagrams, graphs, and language as appropriate;

ELPS:
Listening: 2(D) Monitor understanding of spoken language during
classroom instruction and interactions and seek clarification as needed

Content Objective:
The student will use concrete models to decompose numbers up to 99 in
more than one way as so many tens and so many ones.  For example, 46
is 4 tens and 6 ones AND 46 is 3 tens and 16 ones. (The teacher will use
Content Object and
base ten blocks as concrete models.)
Process Objective
Process Objective:
The student will be able to decompose double-digit numbers in more than
one way using concrete models.

Anticipatory Set 1. I will read the book 12 Ways to Get to 11.

2. I will tell the students that in class today we will be using base ten
blocks to decompose numbers. Just like there were different ways
to make 11, we are going to use base ten blocks in different ways
to represent numbers from 1 to 99!
 1. Introduce students to the base ten data collection chart we will be
using in class. I will also introduce the base ten blocks and show
how to use them.
2. I will choose a number between 1 and 99.
3. I will say, “Okay class this morning I found 24 mushrooms
growing on my front lawn. How can we use tens and ones to
represent two different ways we can make 24?”
4. I will write down the number 24 at the top of the Data collection
paper in the SmartPal.
5. I will use the base ten blocks to create two sets of ten and 4 ones.
I will show the class what I did. And say, “I made two groups of
ten and 4 ones. I will then fill in the worksheet to complete the
sentence. (Answer): It will look like:
24 is 2 tens and 4 ones.
6. I will then tell the class that there is another way we can make 24.
7. I will create 1 set of tens and 14 ones with the base ten blocks. I
will show the students what I have made. I will then fill in the
worksheet to complete the sentence. (Answer): It will look like:
Instruction/Modeling
24 is also 1 ten and 14 ones.
(Word count: 300+)
8. I will show the students my work and then move on to the next
example.
9. I will say, “Yesterday I counted 61 white cars on my way home.
How can we use tens and ones to represent two different ways we
can make 61?”
10. I will write down the number 61 at the top of the Data collection
paper in the SmartPal.
11. I will use the base ten blocks to create 6 sets of ten and 1 one’s
cube. I will show the class what I did. And say, “I made 6 groups
of ten and 1 cube of one. I will then fill in the worksheet to
complete the sentence. (Answer): It will look like:
61 is 6 tens and 1 one.
12. I will then tell the class that there is another way we can make 61.
13. I will create 4 sets of tens and 21 ones with the base ten blocks. I
will show the students what I have made. I will then fill in the
worksheet to complete the sentence. (Answer): It will look like:
61 is also 4 tens and 21 ones.

Check for Materials for students:

Understanding Base Ten Blocks
SmartPals with dry erase marker (with fill in the blank worksheet 1)

How I will model how students will record their answer.

I will use the number 45 as an example. Using the base ten blocks I will
make the number 45 by using 4 tens and 5 ones. I will show my students
how I made 45. I will then move on to the SmartPal with the fill-in-the-
 blank sentences. I will fill in the first sentence with the correct numbers
to that it reads, 45 is 4 tens and 5 ones. As I am speaking and writing, I
am holding up the SmartPal for the students to see. I move on to making
45 with the blocks to make 2 tens and 25 ones. I show the students what I
made. I move to the SmartPal and fill in the blanks of the second
sentence so that is says, 45 is also 2 tens and 25 ones. I walk around
showing the students what I wrote down.

Question 1: Show me two different ways you can make 58 using base ten
blocks. Fill in the sentences on your number sheet (SmartPal) to represent
your answers.
Correct Answer: 5 tens and 8 ones, 4 tens and 18 ones, 3 tens and 28
ones, 2 tens and 38, and 1 ten and 48 ones.

Question 2: Show me two different ways you can make 34 using base ten
blocks. Fill in the sentences on your number sheet (SmartPal) to represent
your answers.

Correct Answer: 3 tens and 4 ones, 2 tens and 14 ones, 1 ten and 24
ones.
Guided Practice Materials Needed:
Base Ten Blocks
SmartPal for each student (with worksheet 2 installed on other side)
Dry erase marker for each student
Bowl fill with cards numbered 1-99

1. I will tell each student to flip their SmartPals to worksheet 2. I

will model how to use the recording sheet.
2. I will place the students into pairs. Once they are with their
partner, each student will pull a number card out of the bowl.
3. Students will take the number they pulled and fill out the
SmartPal on the worksheet 2 side. The students will be allowed to
use the base ten blocks. But they will be required to also draw the
base ten samples they create.
4. Once the students have completed the work for their number, they
will switch numbers with their partner and repeat step 3.
5. I will be walking to each pair checking each student’s work.

**Questions with examples of numbers that could be drawn by the

students.

1. Show me two different ways you can make 75 using base ten
blocks. Fill in the sentences on your number sheet (SmartPal) to
represent your answers. Complete a drawing representing each of
your two sentences.
 -Answer: 75 is 7 tens and 5 ones, 75 is also 5 tens and 25 ones.

2. Show me two different ways you can make 52 using base ten
blocks. Fill in the sentences on your number sheet (SmartPal) to
represent your answers. Complete a drawing representing each of
your two sentences.

-Answer: 52 is 5 tens and 2 ones, 52 is also 4 tens and 12 ones.

Materials needed:
Base Ten Blocks
Data Collection worksheet
Bingo Ball spinner Cage with balls that are individually numbered 1-99

1. I will give each student worksheet 2 without the SmartPal.

2. Each student will take a turn spinning the Bingo ball cage. They
will randomly draw two numbers from the cage and take them to
their desk.
3. Once each student has drawn their 2 numbers, I will begin with
the instructions.
4. Each student is to decompose each number at least two different
Independent Practice ways. They will draw a picture of the base ten blocks and
complete both sentences.
5. There should be a total of 4 drawings and 4 sentences.

Example of numbers that could be drawn:

- Decompose the number 22.
Answer: 22 is 2 tens and 2 ones. 22 is also 1 ten and 12 ones.

- Decompose the number 49.

Answer: 49 is 4 tens and 9 ones, 49 is also 2 tens and 29 ones.

6. Once all students have completed their work, I will ask 4 students
to share their work with the class.

Assessment 1. The students will be given a worksheet that has three numbers
written for them to decompose and represent with base ten
drawings.
2. The following questions will be on the worksheet.
- Show me two different ways you can make 88 using base ten
blocks. Fill in the sentences on your number sheet (SmartPal)
to represent your answers. Complete a base ten drawing
representing each of your two sentences.
Answer: 88 is 8 tens and 8 ones. 88 is also 6 tens and 28 ones.
 - Show me two different ways you can make 19 using base ten
blocks. Fill in the sentences on your number sheet to represent
your answers. Complete a base ten drawing representing each
of your two sentences.
Answer: 19 is 1 ten and 9 ones. 19 is also 0 tens and 19 ones.

- Show me two different ways you can make 36 using base ten
blocks. Fill in the sentences on your number sheet to represent
your answers. Complete a base ten drawing representing each
of your two sentences.
Answer: 36 is 3 tens and 6 ones. 36 is also 2 tens and 16 ones.
3. The following rubric will be used to evaluate each problem.
Acceptable Developing Unacceptable
Student was able to Student was able to either draw Student was not able
decompose and draw the the number decomposed with to decompose
number using base ten base ten blocks or complete the numbers using base
blocks, while also number sentence. But not both. tens and ones.
completing the sentence.

4. Students who are rated as unacceptable on any problem or

developing on more than one problem will be retaught.
1. I will with the students in a small group. I will use dimes and
pennies to show the students how to decompose numbers.
2. I will give each student 10 dimes and a small bag filled with
pennies.
3. I will approach these students with a real world connection this
time.
4. I will tell the students that they are purchasing pieces of candy
from me. I will give them the cost and they will have to come up
with a combination of dimes and pennies that add up to the
amount needed for the candy.
5. Once I receive an initial answer, I will ask them to show me a
different combination that will give me the same amount as the
Reteach cost of the candy.

- This snickers bar is 97 cents. Using your dimes and pennies,

show me how you would pay for the candy bar. What is
another combination of dimes and pennies that you could use?
Answer: 9 dimes and 7 pennies, 8 dimes and 17 pennies.

- A small box of nerd’s costs 25 cents. Using your dimes and

pennies, show me how you would pay for the candy bar. What
is another combination of dimes and pennies that you could
use?
- Answer: 2 dimes and 5 pennies, 1 dime and 15 pennies.
 1. Students will be given two new word problems that will challenge
them.

2. They will use their white boards to write their answers in number
sentence form.

3. I will write the two numbers for them to decompose without the
manipulatives.

Extension -Make 46 in two different ways. Write the answers as a sentence.

Answer: 46 is 4 tens and 6 ones, 46 is also 3 tens and 16 ones.

-Make 93 in two different ways. Write down the answers as a

sentence.

Answer: 93 is 9 tens and 3 ones. 93 is also 6 tens and 33 ones.

“Ok students, today we learned that we can use base ten blocks and ones
to make a number in different ways. Think about the next time you go to
the dollar store and but something with your parents. You go to the
Closure
register to pay for a spinning top that costs 87 cents. Pretend that the base
ten blocks are dimes and pennies. How would you use your dimes and
pennies to pay for your toy?” Answer 8 dimes and 7 pennies.
 Worksheet 1

_____________ is ____________ tens and

_____________ ones.

_____________ is also ______________ tens and

___________ ones.
 Worksheet 2

Tens Ones

_____________ is ______________ tens and

___________ ones.

_____________is also ______________ tens and

___________ ones.
 Assessment

1. Show me two different ways you can make 88 using base

ten blocks. Fill in the sentences on your number sheet
(SmartPal) to represent your answers. Complete a base
ten drawing representing each of your two sentences
Tens Ones

____________is _____________tens and ___________ ones.

____________ is also ___________tens and ___________ ones.

2. Show me two different ways you can make 19 using base
ten blocks. Fill in the sentences on your number sheet to
represent your answers. Complete a base ten drawing
representing each of your two sentences.
Tens Ones

_____________is ______________ tens and

___________ ones.

_____________is ______________ tens and

___________ ones.
3. Show me two different ways you can make 36 using base
ten blocks. Fill in the sentences on your number sheet to
represent your answers. Complete a base ten drawing
representing each of your two sentences.
Tens Ones

_____________is ______________ tens and

___________ ones.

_____________is ______________ tens and

___________ ones.