Sandra Lozano

Kindergarten

Lesson _ 4 of 4__

Content standards that are the target of student learning (list the complete
text of the relevant parts of each standard): (TPE 1)
Work with numbers 11–19 to gain foundations for place value.

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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.

English Language Development (ELD) standards (if applicable): (TPE 1)

Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics

Interpretive
5. Listening actively to spoken English in a range of social and academic contexts

Learning Objectives (both content and language): (TPE 1)

Compose numbers 16 to 19 using counters and drawings to show a group of 10 and some more.

Formal and Informal Assessments: (TPE 2)

Summative (formal): Students will compose numbers 19, 16, or 6 by using counters, creating a
number sentence, and will discuss their results with a partner.
Formative (informal): Teacher walks around the classroom and observes the students’ progress
and responses.

Instructional Strategies and Learning Tasks to Support Student Learning

(what you and the students will be doing) (TPEs 1,4,5,6,9,10)
A. Engagement (Motivational Activity):
 Students will be sitting on the carpet facing the whiteboard.
 Teacher will introduce the objective (Compose numbers 16 to 19 using counters and
drawings to show a group of 10 and some more) to the class and will also have it written
on the whiteboard.
  Teacher will put on the song “Let’s Count to 20!”. The teacher and students will be
singing the song together.
 Student will be instructed to remain seated on the carpet. The teacher will review
vocabulary. The teacher will write the numbers 16,17,18,19 one at a time and will be
asking the students to identify the number.

B. Instructional Sequence (Teaching Methodology With Student Activities):

Step 1:
a. The teacher will tell the students to remain seated on the carpet and face the whiteboard.
b. The teacher will use counters to demonstrate how to compose the number 15. The teacher
will then say, “Watch me, as I will compose the number 15.” The teacher will count
aloud and slowly.
c. The teacher will say, “I know want to show a number sentence to show that I was able to
compose 15.” “I want to use 10 counters.” The teacher will count 10 counters aloud and
will write 10 on the board.
d. Then the teacher will say, “And I will add 5 more counters.” The teacher will write “+ 5”
next to the 10 on the board. The teacher will then say, “And I know that 10 plus 5 equals
15.” The teacher will complete her number sentence and will have the complete number
sentence, 10+5=15.
e. The teacher will ask for a volunteer to assist in demonstrating how to discuss ones’
results. The teacher will tell the student that she will be asking the teacher some questions
so she can describe how she composed her number.
f. The teacher will point to the display that holds the questions and sentence frames and will
read the question, “1. How did you compose your number?” And she will read the
sentence frames that the students can use to answer the questions, they are: “___ and ___
makes ____.”, “____and ____equals____.” , “____and ____ is the same as ____.” , or “ I
composed ___ by ______.”
g. The teacher will then lead the student in reading the first question. The teacher will
choose one sentence frame and will answer the question. She will say, “I composed 15 by
adding 10 and 5.” The teacher will then read the second question, “2. What strategy did
you use?”
h. The teacher will ask the student to repeat the question. Then the teacher will use the
sentence frame, “I used ____ to compose the number ____.” The teacher will point to the
sentence frame on the display and will say, “I used counters to compose the number 15.”
The teacher will refer to the strategy chart and point to where it says counter while saying
what strategy she was using.
i. The teacher will instruct the students that they will be composing different ways to make
15. The teacher will say, “Now we work together in composing 15 a different way. You
will be using your counters and sheet protectors to show another way to compose 15. You
will then write a number sentence that goes with your model. And once you composed 15
you will be asking your partner the two questions we just modeled and you will be using
the sentence frames to answer the questions.”
j. The teacher will tell the students that they can refer to the questions and sentence frames
on the display or the copy that is at their table. The teacher will check for understanding
before she dismisses the class.
Step 2:
 a. The teacher will instruct students to take a seat at their desks. The teacher will tell the
students to begin working.
b. Teacher will walk around to see if any students need assistance in composing their
number. The teacher will walk around and check if students are finished composing 15. If
teacher sees that students are finished composing then she will tell students to begin
discussing their results. The teacher will refer the partners to the sentence frames at their
desks.
c. If students need guidance the teacher will read and point to question. The teacher will tell
the student to repeat the question to his partner. Once students are finished discussing the
teacher will tell ask follow up questions like, “What would happen if I added another
counter to you number, what would happen to your number?” and “How do you know?”
The teacher will then tell students to compose another way to make 15. Teacher will
continue this process with the rest of group of students.
d. Once teacher sees that the majority of the class is done the teacher will for the class’
attention. While students are seated at their desks the teacher will ask for volunteers to
share their number sentences.
e. The teacher will write as the students speak. The teacher will not finish their sentence
frame until the student says it. The teacher will write different methods of composing 15
on the board.
Step 3:
a. The teacher will instruct the students to take a seat at the carpet. The teacher will now
model how to compose 6 on the board. The teacher will repeat step1 b. – h. and will the
number 6 to it.
b. The teacher will tell students that each group will be getting different numbers to
compose. The teacher will assign 19 to the above grade level group, 16 to the grade level
group, and 6 to the below grade level group.
c. The teacher will tell students that they will be composing the number assigned to them
and be using counters to show a model, they will be creating a number sentence, and will
be using the questions and sentence frames to discuss with their partner.
d. The teacher will give the students a challenge problem if the students have shown more
than one way to compose 15. The teacher will say, “If you have shown more than one
way to compose 15 then you will do a challenge problem.” The challenge problem is for
the students to create a math story that shows that another number was added to their
original number. The teacher will say, “I will take your assigned number and add one
more to it and create a math story for it.” “For example, if I was told to compose 4 and
one more counter was added to it now I would have 5. And a math story could be, I had 4
quarters, and I found 1 quarter on the sidewalk and now I have a total of 5 quarters.”
e. The teacher will check for understanding before students are dismissed to their seats. The
teacher will tell students to go back to their seats. The teacher will put a notecard that has
their assigned number clipped next to their questions and sentence frames paper.
f. The teacher will walk around and offer assistance if needed. Teacher will repeat Step 2.
b. and c.
g. Once students are finished teacher will ask students to leave their materials on their desks
and to meet back at the carpet. Teacher will ask the students, “What does is mean to
compose?” Teacher will tell students to discuss with their partner. Teacher will walk
 around to hear students’ responses and take notes. After a few minutes the teacher will
have a few students to volunteer and give a response.
h. Then teacher will ask the class, “Why is it important to learn how to compose numbers
16 to 19?” The teacher will tell the students to discuss with their partners. After a few
minutes that teacher will ask for a few volunteers to share.

Accommodations for Individual Learners (Content, Instruction, Practice):

Language Demands:
Receptive -
Listening: Students listen to the teacher’s instruction and the responses of other students.
Reading: Teacher models the use of the discussion question(s) and sentence frames. Teacher will
read instructions.
Productive –
Speaking: Students will think-pair-share and will be provided a sentence frame to answer the
teacher’s question.
Accommodations for students with IEP if applicable:
Provide sentence frame, extra time to respond to questions, and extra assistance.

Resources and Materials: (TPEs 4,9)

 “Let’s Count to 20!” song
 Sheet Protectors
 Dry erase markers
 Magnet counters

Homework:
Students will work with a guardian to compose 18 two different ways using small objects. The
student will draw their objects, and create number sentences on a sheet of paper. The student will
discuss how he/she composed 18 with their guardian using the “I composed ___ by ______.”
sentence frame.