UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s):First School/Mentor Teacher (if

Lizette Moran Grade applicable): Mrs. Rivas/ Gililland
Elementary

Subject area(s): Unit Lesson Title: Making ten with Cards

Math Topic/Theme:
Number and
Operations
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:

1.3.C Compose 10 74.4(c)(2)(E) use I.B.1 Perform computations with

with two or more visual, real and complex numbers.
addends with and contextual, and VIII.A.1 Analyze given information
without concrete linguistic support
objects to enhance and
confirm
1.3. D Apply basic understanding of
fact strategies to add increasingly
and complex and
subtract within 20, elaborated
including making 10 spoken language
and decomposing a 74.4(c)(3)(E)
number leading to a share information
10 in cooperative
learning
interactions
74.4(c)(4)(F) Use
visual and
contextual
support and
support from
peers and
teachers to read
grade-
appropriate
content area
text, enhance
and confirm
understanding,
and develop
vocabulary, grasp
of language
structures, and
background
 knowledge
needed to
comprehend
increasingly
challenging
languages.
74.4(c)(5)(F)
Write using a
variety of grade-
appropriate
sentence lengths,
patterns, and
connecting words
to combine
phrases, clauses,
and sentences in
increasingly
accurate ways as
more English is
acquired.
Lesson Objective(s)/Performance Outcomes

Given a decomposed equation, the students will be able to identify the

missing number that will make that equation true 85% of the time.

Assessment (Description/Criteria)
Diagnostic: The teacher will be asking students prior knowledge questions at
the beginning of the lesson to see how fast and how many combinations the
students know. This will help the teacher informally assess the students
knowledge of how much of the information the student already knows.
Formative: The teacher will use a rubric to go around and check for students
understanding of the 11 combinations of making ten.
Summative: The teacher will check for students comprehension of the lesson
with what they write in their math journal of what they have learned, and
some of the combinations that they know by heart at the end of the lesson.

Materials and Resources

Number cards, ten frames, number lines, math journal, pencil, and making ten
anchor charts.
Management of the Instructional Environment
Students that are folding the cards or throwing the cards will not get to play
this game and will get a making ten worksheet for them to do. The students
that are not playing the game fairly will also do a different activity then the
one that their peers are doing. If a student is goofing off that student will be
playing with the teacher or doing a different activity on their own. The
students that are following the rules and are behaving well will be given a
sticker at the end of the game.
Technology Integration
n/a

Diversity and Equity (Accommodations, Modifications, Adaptations)

The student with autism will be able to use their strategies that they have
learned to find out what number is in their heads. The student will be given 1-
2 minutes to find the answer. The students partner can give students more
clues to help the student find out what number they have on their head. The
students that do not understand that well the English language will be given a
1-2 minutes to get all their thoughts together or they can tell their partner to
give them more clues in their native language. The students with a speech
problem can use their fingers to show their partner what their guess is and
they will be given 1-2 minutes to think of how to say the number that they
think is in their head.

Activities/Procedures

Anticipatory Set _10___ Min Grouping: Whole class/ Groups

The teacher will start the lesson with playing the same game they did where the
students are playing against the other groups. The teacher will be asking the students
questions like what is the number that is missing in this equation: seven plus something
equals 10. The students will have to be fast or else they wont get that point for their
team. The teacher will take out names from the name cup to see what students will go
next. The group with the most points wins a sticker for each one of them. The teacher
will tell the students that today they will be learning that given a decomposed equation,
the students will be able to identify the missing number that will make that equation
true. The teacher will remind the students that after all of the days that they have been
working with ten the students should already have making ten combinations memorized,
so the students should be able to do the activity they are about to do fast.

Input and Modeling 5-7_ Min Grouping: Whole class

The teacher will tell the students that today they will be working with cards. The teacher
will give every bilingual group a stack of cards that go from the numbers 0 to 10. The
students will shuffle the cards by making three stacks of cards and adding one card to
each stack until you dont have any left. Then, you will add all three stacks together to
make a shuffled stack of cards. The students will then get one card from the stack of
cards without looking at the number in the card, and put it in their heads. Their bilingual
partner will them give their other partner with a card in their head clues so that the
students can find out what number is it that they have in their head. Their partner will
say for example, if their partner has a 9 card, the other partner cannot say the number
in their partners head, but the number that goes with it that adds up to ten. For this card
that would be one, so the students partner with a card on their head will say 1 plus
something equals 10. Then the student with the card has one chance to guess what
number they have in their head. If they get the answer right the student can keep the
card. If the student gets it wrong then the card has to go back at the bottom of the stack
of cards. After that partner has played it is the other partners turn to get a card and
guess what card they have in their heads. When all the cards are gone from the stack
then each of the partners will count the cards they have gotten from guessing the
number right. The partner with the most cards wins that round. Then the students will
play again and reshuffle the cards. This helps the teacher really see if all of the students
knows their making ten combinations well.

Guided Practice _20-30__ Min Grouping: Partners

The teacher will tell all of the students to get in a big circle in the carpet. The teacher
will get students from the cup of names to be the teachers partner. The teacher and
their partner will play a full game to show the other students how to play. As the teacher
is playing the teacher will tell the students that they can use their fingers to help out or
any other strategy to help them answer what is the number that they have in their head.
If the students do need to use a strategy or their fingers then that is letting the teacher
know that the student might not have memorized all of the making ten that great. The
teacher will not take off points for students that use a strategy, but will use a rubric to
help the teacher remember that this student might still need a little help.

Independent Practice _5-10__Min Grouping: Individually/Partners

After the teacher has showed the students how to play the students will go with their
bilingual partners and get one bag of cards. When they get the cards the students may
start with the game. The teacher will be going around and seeing how much the student
knows. If the student is a little hesitant or if they are really fast answering what number
they have on their head by the clue that their partner gave them. The other partner
cannot help the student out or give them the answer, and the students cannot cheat by
looking at the card or else they have to put that card back in the stack and get another
card without looking.

Closure _5-7__Min Grouping: Whole class/Individually

When the students are finished with the game the teacher will tell the students to take
out their math journal and write down what are some of the things that they learned
today, and what are some of the combinations of ten knew really fast when they were
playing the game. When they are finished writing the teacher will ask the students by
picking a student from the name cup if they can tell me all of the combinations of ten
fast. Asking the students how many combinations there are for ten? If it matter when it
comes to the order of the addends in the equation, and why not? The teacher will have
to check all this because the unit for making ten is almost over so the teacher needs to
know those students that did understand it and those students that didnt. The teacher
will then play with the students the game of finding the answer to the equation. The
teacher will split the class into two teams. The teacher will get equation cards with the
missing answer that some equal to ten and other to another number to see if students
did learn the combinations of ten or not. The teacher will get one person from each
group to tell me the answer for the equation. The person from the group that says it the
fastest and has it right wins the point for their team. The group with the most points
wins a sticker.

Reflections and Documentation/Evidence of Lesson Effectiveness

While the students were playing the card game there were some students that
were trying to cheat and look at the card. Those students I had to give them a
warning and if I see them doing that again they will not play this game. Other
times I saw some of the partners giving their partners wrong clues. I told
those students that they can use their rainbow to ten paper to help them
when giving their partner clues, and still gave them a warning that they
should not give their partner wrong clues just for them to win. If they did do
that then I will have to take them out of the game. I saw some students trying
to use their fingers to help them without anybody knowing so that they can
tell me that they didnt use any help to answer the question. I had to check
the time a lot of times because it was going too fast, and I still didnt have a
lot of time to finish the adding equation game at the end of the lesson. In all
this game was pretty fun for the students to play.

Rubric 1-Everytime 1-Everytime 1-Everytime 1-Everytime

2-Never 2-Never 2-Never 2-Never
3-Sometimes 3-Sometimes 3-Sometimes 3-Sometimes
student didnt

their partner a students had

of tenStudents were

s to help them hesitated a lot

remember the

strategy/finger When giving

what number
hesitate a lot
to remember
combinations
able to easily

and or might

goes with the When giving

have used a

to use a
partner,
clues to
strategy/finger Students

partner,
clues to

Name
(Will be
adding
students
s/anchor chart
number in their
partners head.

to help give

clue.