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MSP

Lesson Plan Format: Indirect (Inquiry-based) Instruction


Candidate Name: Mikayla Anderson Date/Time: 9/21/17
Grade Level: K Content Area: Mathematics Estimated Lesson Length: 50 minutes
Setting (choose one): ( x ) whole class ( ) small group ( ) Individual
Co-Taught Lesson: ( ) yes ( x ) no Co-Taught Strategy Used (if applicable): ______________________________
MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to know as a result of
this lesson.)
The number “10” can be seen as 10 ones and the number “11” can be seen as ten ones and one
more. This concept can be applied to all teen numbers 11-19. Numbers can be composed and
decomposed from 11 to 19 into ten ones and some further ones into a variety of groups.

RATIONALE (Why is this concept important for students to learn?)
Building the foundational skills of understanding place values and composition and
decomposition of numbers is essential as students progress through their school years. This
domain comprises the major work of kindergarten and is the basis for understanding addition
and subtraction.

STANDARDS (*See links at the bottom of the template.)
COMMON CORE STANDARDS:
K.NBT.1 - Work with numbers 11–19 to gain foundations for place value. 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.

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, e.g., by using objects or drawings, and record each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

OBJECTIVE/S (Students will be able to ……)
Students will be able to make at least 5 combinations of their assigned number, using objects.
Students will count using numbers 0-19 accurately, represent numbers 0-19 in a variety of ways,
and compose and decompose numbers 0-19 in a variety of ways in order to gain a deeper
understanding of place value.

ASSESSMENTS (How will you know students met the learning objective? How will you assess
student learning during the instructional sequence?)
Summative:
Students will record work, consisting of visual representations, numbers and/or equations for
each grouping of their assigned number in their math journal. Student records will be assessed
by the teacher, looking for key phrases, such as “add”, “more”, “less”, “fewer”, “take away”, and
“represent”, and images illustrating groups of objects and/or manipulatives comprising a
“whole”. The teacher will look for students’ ability to make at least 5 combinations of their
assigned number.
Formative:
As students are working on the activities, the teacher will visually monitor the students and
formatively assess their ability to accurately group their objects and manipulatives. The teacher
will engage with students by asking groups questions to check for understanding, such as,
“Explain how you have grouped the objects” and “How did you decompose your number into a
“ten and some more”?
ACADEMIC LANGUAGE (List the academic words and/or phrases students will need to understand
in order to have access to the content.)
add
more
less
fewer
take away
represent
combine
put together

TEACHING ACADEMIC LANGUAGE (List strategies for supporting students’ use of academic
language such as word walls, sentence frames, realia, pictures, go kinetic, choral response, etc.)



STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (which SDAIE strategies will you use?)
http://www.supportrealteachers.org/strategies-for-english-language-learners.html


STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or
modifications specified in IEPs, 504 Plans, etc.)


TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in
this lesson?)
Students should have a working understanding of the numbers 1 to 10 and be able to
demonstrate understanding of each number through display of images and/or objects.

INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as
explicitly described steps that clearly communicate the actions taken. Anyone reading through the
steps in the instructional sequence, such as a substitute teacher, should be able to execute the lesson
smoothly, including facilitating the transitions between components and applying formative
assessments. Steps in the instructional sequence in an indirect instruction lesson may be tailored to
specific content areas as specified from the Methods Instructors. Below, as one example, is the “5E
Model”. You will discover additional indirect instruction models in your credential courses.)
1. Engagement/Introduction (How will you get the students interested in what you are going
to do and engage them in preliminary thinking?)
Begin by having the whole class gather around the circle time rug. Tell students that today;
we are going to think some more about the number ten and start understanding how
numbers compose and decompose. Read aloud the book, 12 Ways to Get to 11, by Eve
Merriam. Introduce the book by saying that “we are now going to read a book that talks about
the different combinations of numbers that can give us a sum of 11.” While reading the book,
periodically pause, and ask students questions about what they see through out the book,
such as the different groups of objects and the amount of numbers and groups.

2. Exploration/Investigation (How will students explore the problem or activity?)
Return students back to their table groups and give each group grab a bag of mystery objects.
Each bag should contain 11 to 19 objects total. As students begin investigating the objects,
they should place the total of the objects into two separate groups on their desks. For
example, if students are given a bag that contains 16 objects, they may shows groupings such
as 6+ 10, 7 + 9, 12+ 4. Pause the groups, and ask the class to provide ways that they could
record their findings. Direct students to record each grouping they make in their math journal
using drawings, numbers and/or equations. Once all table groups have recorded as many
groupings as they can, ask students to look on their papers for a grouping that has “10” in it.
For example, if one table group was given a bag of 16 objects, they would find 10 + 6 on their
paper. Have students circle their ten grouping.

3. Explanation (How will you help students make sense of their observations?)
Have a student from each table group share their assigned letter and their recordings they
made to show their number. As students share their groupings, the teacher will write the
circled ten equations on the board to emphasize importance. After all groups have shared
their findings, ask the class, “What pattern do you see with the number sentences that we
have made?” and “What do we now know about different number combinations based on this
activity?”

4. Expansion (How will you help students apply their new knowledge to other situations?)
Pair each student up with the person sitting next to them. Give each pair a deck of number
cards and Unifix cubes. Students will grab two cards from their deck and grab cubes of one
color to represent the number on one card and cubes of another color to represent the
number on the second card. Students will assemble cubes together to represent the whole of
their two numbers, in groups of ten. For example, if one pair of students pulled the cards “7”
and “5”, they might attach 7 red Unifix cubes together. They would then attach 3 of their 5
blue Unifix cubes to their 7 red ones. They would now have one group of ten with 2 left over.
Each student would record this observation in their journal by writing a number sentence.
This example group would write “7 + 5= 12 to represent their Unifix cubes.

5. Evaluation (Unlike direct instruction, this is the assessment piece for this particular model.
This should be a duplicate of what you inserted above for Summative Assessment. It allows you
to see the entire sequence in order.)

Students will record work, consisting of visual representations, numbers and/or equations for each
grouping of their assigned number in their math journal. Student records will be assessed by the
teacher, looking for key phrases, such as “add”, “more”, “less”, “fewer”, “take away”, and
“represent”, and images illustrating groups of objects and/or manipulatives comprising a “whole”.
The teacher will look for students’ ability to make at least 5 combinations of their assigned number.

CONTENT INTEGRATION (How could you connect your lesson to other content areas?)



CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the
needs of students who are identified as GATE or need an extra challenge?)



SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA
format.)
California Department of Education. (2010). California common core state standards. Sacramento,
CA: CDE Press.

Gojak, L., & Miles, R. H. (2016). The common core mathematics companion: the standards decoded,
grades K-2: what they say, what they mean, how to teach them. Thousand Oaks: Corwin
Mathematics.

MATERIALS AND SUPPLIES NEEDED
Book: 12 Ways to Get to 11, by Eve Merriam
Math Journal
Selection of classroom objects in bags- enough for each table group, up to 19 objects per bag
Unifix cubes

PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on
during the observation.)
Not applicable for this assignment.

*Links to Standards:
CCSS: (http://www.cde.ca.gov/re/cc/)
NGSS: (http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp)
VAPA: http://www.cde.ca.gov/ci/vp/
ELD: (http://www.cde.ca.gov/sp/el/er/eldstandards.asp#Standards)

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