Core Decisions of Lesson Plan

Kelly, You are off to a great start. I have recommended some changes in how you introduce the
idea of teen numbers. I think there is so much power to the concept though. Let me know if you
have questions.
Also, dont forget to make an assessment checklist and identify a pedagogical focus.
Janine
What
This 40 minute lesson will be taught in front of a small group of approximately 4-6
students. The main content to be learned in this lesson is the reinforcement of teen number
names (in order and out of order) and the understanding that the teen numbers are made up of ten
and some more. [can you say a bit more about this concept and its importance? For instance, this
is really the first move into 2-digit numbers unpacking their component parts. What does
focusing on ten and some more do? How does that build a foundation for later place value
work?] The lesson is inline with Common Core Standards, which are outlined below. The small
group will be made up of high level to higher middle level students as my classroom mentor
often feels these students fall to the wayside, while we focus on helping the lower level students.
How
Students will review the teen numbers in a small group using flash cards, mini dot cards,
and manipulatives. I will teach the children that they are teen numbers can be tricky because
of their names and then we will talk about how teen numbers are made up of ten and some more.
This will be discussed within a small group and with a partner within the small group. Students
will use different manipulatives of their choice to compose the teen numbers. In closing, the
teacher will review the teen numbers both in and out of order.
Why
While planning this lesson I took into consideration the level of students that would be in
the group, where they in the Everyday Math curriculum, and my overarching question. The
students that will be in the small group are higher level and they are currently working on teen
numbers. Although they are familiar with them already I wanted to go deeper with the context
for them, expanding upon their learning. I also thought about how my overarching question fit
into the context of this lesson, as it looks at differentiating for the differing levels of students
within one classroom. Although I am teaching a small group, it is higher level students, which I
have not worked with before and my classroom mentor feels might be neglected when it comes
to personal instruction within the class. I want to become more familiar with how to address
their needs so that I can take it back to the full class lessons.

Lesson Plan
Goals/Objectives
SWBAT say the number names for the teen numbers in standard order and out of order.
SWBAT understand that the numbers 11-19 are composed of ten and some more.
SWBAT compose the teen numbers with either a pictorial representation or using 10 sticks.

SWBAT answer the question how many? about a random number of objects (under 20) that
are arranged in a random order.
Good. Very specific.
Standards
CCSS.Math.Content.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
CCSS.Math.Content.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
CCSS.Math.Content.K.NBT.A.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
Materials and Preparation
Materials
Ten sticks
Manipulatives
Blank paper
Pencils
Crayons
Mini Dot Cards
1-19 number flash cards
Preparation
1) Make mini dot cards with index cards and sharpie markers
2) Gather manipulatives, ten sticks, and flash cards
Learning Environment and Management Issues
This lesson will take place in the main classroom. The small group that I will be teaching
for the lesson will be sitting in the back corner, at a small hexagonal table. The corner is farthest
from the entrance to the room and the whiteboard at the front. The rest of classroom will be in
its normal set up. I will gather the materials needed for the lesson previous to the lesson (mini
dot cards, manipulatives, ten sticks, blank paper). One student will be asked at the appropriate
time to gather crayons for the table and pencils (unless the students are already using pencils at
their normal seats, then I will ask them to bring the pencils with them).
I do no anticipate any management issues. [you might want to establish some guidelines
for working together as a group while the rest of the class does something else or are they
already familiar with this?] If there are any, they will be taken care of using the consequence
system already in place: a verbal warning, name of the board/loss of recess depending on the
infraction, and a number on the students behavior calendar. If there is conflict between two
students in the small group I will move their seats. As of now, there is no set list of students for

the small lesson as there is a high probability that some students will be absent on lesson
requiring some last minute adjustments.
Plan
1) Hook (approx. 10 mins)
The lesson will start off with a number talk to get the students engaged and thinking
about math. The students will be working in pairs and playing the game Same
Number
o The students pick up one mini dot card
o They look at it and then must find the match from the pile in the center.
o When they think they have found the match, they show their partner and talk
about why they think its a match.
o They then talk to me about why they think the two cards are a match.
o So, you will start with this partner matching activity. It might make sense to do
one or two together, to make sure everyone understands what to do and you can
communicate/practice ways to explain your reasoning.
2) Body of the Lesson (approx. 25 mins)
Id like to know more about how you plan to do this. What questions will you
ask? You might start by asking, What is a teen number? They will give you many that
you can write on the board. Then ask, what makes a number a teen? Most will say that it
has the teen word in it, like sixteen. Thats when you can introduce a new definition
teens are between (higher than) ten, but lower than 20. [the concept that each teen has 10
and some ones should could out of the lesson. At this point, they may not really
understand that any of these numbers have ten in them.
2)
You might put circles or columns on the board for teen numbers and NOT teen
numbers. Is there a numberline in the class? You could have them look at that. But be
sure they consider a few numbers that are NOT teens as well as teens. Once you have all
the teen numbers on the board, you can do a quick review by pointing to one and having
them say it outloud. Then, ask them to look at all the teen numbers and ask, what do you
notice? [the idea is that they notice that they all start with a 1. Then move onto showing
with their fingers.]
Review the teen numbers, and explain they can be a tricky because of their names
o What number comes after 10?
o What are the tricky teens? Why do we call them that?
o Can you represent 11 on your fingers? What about with a partner?
o Can you and your partner show me us 12, 13, and 14?
o Can you write this number on your paper? (Show random flashcard)
Look at the first 1 in the tricky teens and the second number, explain what those two
numbers mean with the tens place and the ones place
o What does the one mean? Is it a one or is it something elseWhat does that 1
tell us about this number [it is a one, but it tells us there is 1 ten in the
number]?
o What about the second number? What does it tell us?
o At this point, I recommend you have them work in pairs for a bit more self-paced and
indepdentish work. Give each pair 3 or 4 teen numbers and connecting cubes and
have them show the numbers. You can watch what they do and ask questions.

Comment [JR1]: How will this work? Will

kids end up having to wait for you. Perhaps
you could do this with the whole group
rather than just to you.
Formatted: Indent: Left: 0.75", No bullets or
numbering
Formatted: Indent: Left: 0.5", No bullets or
numbering

Comment [JR2]: I really like this. I like the

idea of teens being numbers we can show
on our fingers with 2 people.
Comment [JR3]: Keep in mind that
producing numerals is much harder than
reading them.

Formatted

o Can you represent [I think its better to say show] that using manipulatives or
the ten sticks?
o Does anyone want to representing the numbers without manipulatives?
Maybe on a piece of paper? maybe have one partner make the teen number
with cubes and the other draws it, then they switch.
3) Closure (approx. 5 minutes)
Review the names of all the numbers up to 19
o Have the students say the numbers for 1-19
o Hold up a flash card for a random number and then have them say the number
Assessment of the Goals
The assessment of this lesson will be informal and consist of teacher observation. As the
students will be a small group it will be easier to assess their answers to my questions and any
questions they pose to me. I will make sure to ask every child a question during every portion of
the lesson. I will also assess their enthusiasm and engagement with the material, as this can be
indicative of how well they understand it.
Anticipating Students Responses
One student response I expect for this lesson is for students to tell me they already know
what I am teaching them. My response would be that I am aware but it is important to practice
and I would love for them to show me what they know.
I expect another response to be that they cant write the numerals or that they havent
learned that numeral yet. At this point I would challenge them to give it a try and remind them
that they are learning and it is ok to make a mistake. If they are still extremely hesitant I will use
a highlighter to write out the numeral and have them trace it.
Accommodations
For students who find the material too challenging
Some of the students may find the material challenging, especially the composing
portion. They will already have access to manipulatives and I will only encourage them to move
on to drawing out their composition if they are confident. If needed, I will break up the number
for them, into ten and some more and let them show me the two separate numbers using the
manipulatives of their choice. I will then ask them to compose another number of their choice.
For students who may need greater challenge or finish early
I will ask these students to compose numbers using only paper and pencil/crayons. I will
also ask them to write me the numerals that correspond with the numbers they drew out.

Comment [JR4]: Connecting cubes are good

b/c is requires them to compose the 10.
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Formatted: Strikethrough

Comment [JR5]: Instead of this, show them

some models (drawn or constructed) and
have them name the teen number.
Also, teach them this framing,
Sixteen is a ten and 6 more
Seventeen is a ten and 7 more
Eleven is a ten and 1 more. . .