Lesson UbD Template

Teacher: Kelley Polasky

School: Glacier Valley Elementary Grade Level: Kinder # of Students: 22

Date & Time of Lesson: 11/13/19 8:30-9:00 Length of Lesson: 30 minutes

Topic of Lesson: Composing and decomposing Content Area: Math
numbers 1-5
Materials: 5 frames, teddy bears, cups, recording sheet

ALASKA CONTENT STANDARD

CC.K.OA.3 Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from. Decompose numbers less than or equal to 10 into pairs in more than one way.
CC.K-12MP.5 – Use appropriate tools strategically

TRANSFER GOAL(S) (transferability)

Students will be able to use math tools (five frame, counters and recording sheet) to help compose and decompose
number 5.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….
A five frame is a tool used to add structure to counting. What are some different ways to make up 5?

The number 5 can be composed of adding different

parts.

The number 5 can be decomposed into different parts.

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Students will demonstrate ways to compose and Formative/Summative/Performance
decompose the number 5.
Students will produce a recording sheet that documents the
different ways they composed
the number 5. _____ and ____
make 5.
Knowledge - What students should know…. Assessment(s)/Other Evidence:

Students should know how to count to 5. Informally assess by listening while students are using
math talk with their partner.
Students should know how to write 1-5.
Formally assess with recording sheet evidence.
Students should know 1-1 correspondence through 5.
Exit ticket assessment for each student at the end of the
Students should know how to work collaboratively with a lesson.
partner to play the math game. (Math game rules – take
turns, use math talk, take care of tools, stay parked).

Skills - What students should be able to do……. Assessment(s)/Other Evidence:

 Students should be able to compose and decompose the
number 5.
Students should be able to use appropriate tools
strategically (teddy bear
counters, five frame).
Review their writing to see if they were able to think about
their experience from a
different perspective, and write
about their experience using
details.

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook

Display an empty 5-frame on the projector. Ask students to look carefully at it for a minute. Then, have them turn
and talk with a partner about what they notice. Invite a few friends to share what they noticed. Then, put two
teddy bears on the 5 frame. Ask them to turn and talk about what they notice. Draw out that ___ and ____ make 5.

Processes and products for Learning Opportunities Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning

Introduce the 5 frame by having students turn and talk

about what they notice. (there are five boxes in a 5
frame).
Introduce composing numbers by showing them 5 teddy
bears. Put one teddy bear on each space on the 5 frame.
Then, move 2 of the teddy bears to the side. Have them
turn and talk to their partners, and using math talk, say
what they notice. Draw out that ____ and ____ make 5.
What if I put 1 teddy bear over to the side? What about
4? Make a list on the board using the sentence stem
_____ and _____ make 5.
Today we’re going to play a game with our teddy bears
and the five frames. One partner is going to put some of
the teddy bears in a cave, while the other partner closes
their eyes. Then, the partner who was closing their eyes
is going to figure out how many teddy bears are hiding in
the den by using their ten frame. Then both partners are
going to record ____ and _____ make 5. Switch to the
other partner.
Students will be able to use manipulatives (teddy bear
counters and 5-frames) to compose and decompose the
number 5.
Students will have the opportunity to turn and talk with
partners at the rug to explain their thinking around the
concept of composing and decomposing 5.
Students will have the opportunity to engage in a
Collaborative math game.
Students will have the opportunity to demonstrate their
understanding by recording their answers on a recording
sheet.
Students who master composing and decomposing 5 will
be challenged to compose and decompose 10.

After 10 minutes or so, check for the groups that have

mastered the concept of 1-5. Give those partners a 10-
frame, and challenge them to play this game with 1-10.

With about 8 minutes left, have the students put their

materials away and come to the rug.

Closure:

On the projector I will display the 5 frame with teddy

bears. Their exit ticket is to finish the sentence stem by
holding up their finger with the correct answer. Do
several questions.