MIAA360: Lesson Study

Team Members: Elane McCarty, Thaihoa Nguyen, Jason Stedtfeld

Teaching Dates: May 15, 2015

Concept for this lesson: Compose/Decompose numbers 11-20

Grade Span: K

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Engage

Introduction of Teaching Team and the plan for the

lesson.

Time:
5 minutes
Materials:
Copies of the
Numbers Song for
each student

Student Does
Expected Student Responses
Student Activities

Pass out the lyrics of the song. Read the song lyrics
together.
Sing the song. (4-5 times)

Read the lyrics with the teacher and sing

them, whole class.

Discuss decomposing/take apart into 10s and some

1s

Students will pair share and we will

discuss as a class what it means to
decompose numbers into 10s and some 1s.

Asked students what they noticed about the song.

Evaluate: Student
Responses
Consider Decision
Points Assessments

Stage of Lesson

*It was really hard to see what was written on the

whiteboard.

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

K.NBT.1- Compose
and decompose
numbers from 11-19
into ten ones and
some further ones,
using objects or
drawings, and record
each composition or
decomposition by a
drawing or an
equation; understand
that these numbers
are composed of ten
ones and one, two,
three, four, five, six,
seven, eight, or nine
ones.
MPS: 1, 2, 5,and 6
21st Century Skills:
--Team and
collaboration
-Curiosity and
imagination
-Accessing and
analyzing Information
-Critical thinking and
problem solving

List ways to decompose/take apart on the white board

Teacher Does

Standard
CCCSSM,
MPS, NGSS,
21st Century

Student Does

Standard
1

Directions or Teacher Questions

Expected Student Responses

Student Activities

Explore:

Put your number cards in order from smallest to the

greatest.

Students will put number cards from the

smallest to the greatest.

Time:
8 minutes

Teacher will assess and monitor all the students.

Materials:
Copies: Number cards
Dot cards

Evaluate: Student
Responses
Consider Decision
Points Assessments

Stage of Lesson

Match each number card to a dot card.

Talk to your partner. What do you notice about your
dot cards and your number cards?

Yes, they show ways to decompose/take apart a

number.

Students will match number cards to the

correct dot card.

They all have ten dots.

They all have ones that show tens.
They all have extra dots that tell
how many extra ones we have.
There are to parts to each card.

*In the video, I did not see a lot of pair sharing.

This would have been great for all students to have
a chance to share their ideas and answers.

Teacher Does

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

CCCSSM,
MPS, NGSS,
21st Century
K.NBT.1- Compose
and decompose
numbers from 11-19
into ten ones and
some further ones,
using objects or
drawings, and record
each composition or
decomposition by a
drawing or an
equation; understand
that these numbers
are composed of ten
ones and one, two,
three, four, five, six,
seven, eight, or nine
ones.
MPS: 1, 2, 5,and 6
21st Century Skills:
--Team and
collaboration
-Curiosity and
imagination
-Accessing and
analyzing Information
-Critical thinking and
problem solving

Student Does

Standard
2

Directions or Teacher Questions

Explain:
Time:
30 minutes
Materials:
Blank papers
Student cop

Expected Student Responses

Student Activities

Show 12 pieces/shapes of paper taped to the white board.

Count with me.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
Can you draw a picture and show me 10 ones and some ones.
Draws a picture with 10 ones and two ones.
Teacher monitors students
How can we make your drawing into a number sentence? Talk
with your partner.
Students pair share and share out information.
Writes the number sentence on the board.
Yes, 12 is 10 ones and 2 ones
Students copy the number sentence.

*Could students have more problems to practice with?

Evaluate: Student
Responses
Consider Decision
Points Assessments

Lets do another problem at a farm. (Pass out worksheet).

Look at the picture. Talk about what you see with your
partner.
Its easy to see different parts but lets put them together to see
how many animals we have total.
Work with your partner to show ways to put those parts
together. (Pause)
When we put them together, what is the total number of animals
we have?
Great What number sentence do you use to show that?
Yes, that is how I put numbers together. But when I am taking
them apart, I say 13 = 10 + 3. Talk to your partner about why you
think that?

Stage of Lesson

Teacher Does

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

I see animals.
I see 13 animals.
I see 10 ducks and 3 pigs.
Discuss different ways to part numbers together.
Talking with their partner.

CCCSSM,
MPS, NGSS,
21st Century
K.NBT.1- Compose
and decompose
numbers from 11-19
into ten ones and
some further ones,
using objects or
drawings, and record
each composition or
decomposition by a
drawing or an
equation; understand
that these numbers
are composed of ten
ones and one, two,
three, four, five, six,
seven, eight, or nine
ones.
MPS: 1, 2, 5,and 6
21st Century Skills:
--Team and
collaboration
-Curiosity and
imagination
-Accessing and
analyzing Information
-Critical thinking and
problem solving

13
10 + 3 = 13
When I am taking them apart, I need to start with
the bigger number.
We counted all the papers first, then wrote the
sentence.
The animals were in parts, already.

Student Does

Standard
3

Directions or Teacher Questions

Extend:
Time:
20 minutes
Materials:
Copies All About
Numbers page

Students will be challenged to A Number a Day

problem.
The students will be asked to rainbow write a
number.
Trace the number and write the number on the
lines
Write how many ten ones and some ones there
are in that number
Make tally marks for that number
Fill in the ten frame and color the base ten
blocks or smiley faces with the correct
number
Make hops on a number line starting from 10

Expected Student Responses

Student Activities
The student will be able to correctly
complete this page.

CCCSSM,
MPS, NGSS,
21st Century
K.NBT.1- Compose
and decompose
numbers from 11-19
into ten ones and
some further ones,
using objects or
drawings, and record
each composition or
decomposition by a
drawing or an
equation; understand
that these numbers
are composed of ten
ones and one, two,
three, four, five, six,
seven, eight, or nine
ones.
MPS: 1, 2, 5,and 6
21st Century Skills:
--Team and
collaboration
-Curiosity and
imagination
-Accessing and
analyzing Information
-Critical thinking and
problem solving

This will challenge students by using concepts they

have learned, are learning, and will learn. This page
could be used to evaluate the students, also.
Could give this problem for homework.

Evaluate: Student
page
Consider Decisions
Point Assessments

Stage of Lesson

Teacher Does

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Student Does

Standard
4

Directions or Teacher Questions

Evaluate:
Time:
3 minutes
Materials:
Copy of the Ticket
Out The Door

Read all the questions to/with the students in order for

them to understand the problems.
There are 12 balls. Draw and show the
balls as 10 ones and some ones.
Write a number sentence to match your
drawing.
*Wish I could see a video of your ticket out the door. \
Could we have students cut out number sentences to
play with?

Expected Student Responses

Student Activities
They are able to complete these problems
correctly in the allotted time.

CCCSSM,
MPS, NGSS,
21st Century
K.NBT.1- Compose
and decompose
numbers from 11-19
into ten ones and
some further ones,
using objects or
drawings, and record
each composition or
decomposition by a
drawing or an
equation; understand
that these numbers
are composed of ten
ones and one, two,
three, four, five, six,
seven, eight, or nine
ones.
MPS: 1, 2, 5,and 6
21st Century Skills:
--Team and
collaboration
-Curiosity and
imagination
-Accessing and
analyzing Information
-Critical thinking and
problem solving.

Evaluate
Consider Decisions
Point Assessments

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd