Core Decisions of Lesson Plan

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. This concept is extremely important because the teen numbers are the first time
the students encounter double-digit numbers. The students learn about ten and some more
which is the building block for learning about place value and the base ten system. Its important
the students gain a firm understanding of the idea of ten and some more as an understanding of
place value is extremely important to understanding how more complex mathematical problems
and the standard algorithms work. Place value is also one of the main math domains in the
common core and it continues through 5th grade; a solid understanding now can enable easier
comprehension later. 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. As previously mentioned, this
lesson be taught with a small group, and because it is a combination of discussion and
independent work. This means that the students will be engaged in active learning, they will not
be passively listening but doing, creating, and evaluating.
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. I have a math focus on selecting
and using representations; this means I will use manipulatives and other representations to make
mathematics meaningful and draw connections between mathematical concepts.

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.
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
One mini whiteboard
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 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; the students are very familiar with working in
small groups while the rest of the class works on something else. Occasionally, the students will
need to be redirected to the task at hand if they other portion of the class becomes loud. 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 Model the activity for the students (pick up one card and find its match in the
center pile)
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 I will ask them to do this a few times before having them stop once theyve all
found their last match (after theyve found 3 or 4 matches each, depending on
time)
o We will then go around the table and say what are matches are, and why we
think that
The dots will be in different arrangements and I want to know what the
students reasoning is for saying the cards are the same
Why are they the same?
How do you know?
2) Body of the Lesson (approx. 25 mins)
Remind the students about our lessons with teen numbers last week to encourage
them to try and remember anything they have learned
Ask them what numbers they think are teen numbers
o Have two columns on the white board teen numbers vs not teen
numbers
o Ask them to help me fill them in
o After they have finished giving me answers (whether they are correct or
incorrect) I will ask them what they think make a number a teen number
Introduce the idea that a teen number is a number between 10 and 20
Do you notice anything about the numbers we wrote down on the
white board?
If they dont say it, point out the 1 in the tens place for each of the teen
numbers (is there anything special about the first number for our
teens?)
Ask the students if they want to change any of the numbers on the
white board after we talked the teens
Review the teen numbers, and explain they can be a tricky because of
their names
Next, move on to counting on our fingers and with our partners
o What number comes after 10?

o
o
o
o

What are the tricky teens? Why do we call them that?

Can you represent 11 on your fingers? What about with a partner?
Can you and your partner show us 12, 13, and 14?
Can you tell us what this number is? Can you and your partner show it to us?
(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 else? What does the
one tell us about this number?
o What about the second number? What does it tell us?
o Can you show us that using manipulatives?
Let the students work for a few minutes in their pairs with 3 or 4
numbers each and some cubes
Watch and ask comprehension questions
o Does anyone want to try and show us the numbers without manipulatives?
Maybe on a piece of paper? (Try having one partner draw on a piece of paper
and the other partner make the number with cubes, then switch while using a
different number)
3) Closure (approx. 5 minutes)
Teach the phrasing ten and some more
o Arrange some cubes (make sure its teen number) on the desk in a random
pattern and ask them what the number is
o Then have them break it down into ten and some more
Have them work in pairs for this exercise
Review the names of all the numbers up to 19 (IF THERE IS EXTRA TIME)
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.