Teacher: Clarisen Lacuata

Date: April 2

Class: Math

Level: Kindergarten

Purpose: Students will develop an understanding of the base-ten system using a ten frame
Objectives:
Students know that 10 units equals 1 group of ten
Numbers above ten can be composed and decomposed into smaller numbers.
Common Core Standards:
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.
GLOs:
Effective Communicator (The ability to communicate effectively)
Quality Producer (The ability to recognize and produce quality performance
and quality products)
Self-directed Learner (The ability to be responsible for one's own learning)
Hawaii State Teacher Standards:
Assessments:
Tricky teens booklet
Informal: Showdown
Materials/Set-Up:
Counters
Tricky teens

Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
Practice writing numbers 1-20 as a class. Chose one student to write a number on the
chalkboard.
Pre-Assessment(10 minutes) Play this video https://www.youtube.com/watch?
v=uedvwH6Ay18 to introduce group of ten. Tell them to take out their office and hand the preassessment when they are quiet and ready. Then collect it.
b. Developmental
Pass out tricky teens booklet. Allow students to play with counter first. Give them 2 minutes to
examine the counters. Then ask them to take 20 counters and put the rest away. Start with the
number 15. Work as a class to fill up the ten-frame, counting out loud 1-10. When the tenframe is filled, let students know that whenever the ten-frame is filled, there are 10 counters.
Then add one more. Demonstrate first- 15 is 1 group of ten and 1 more. Ask students to join
along with you and read it again. This means that the number is decomposed. Say
decomposed. Decomposed means that a number is broken down into smaller numbers. For
example, 15 is decomposed of 10 and 1. Then have students draw circles in the base ten with
a pencil. Students should then color their group of ten with pink and their ones with green. To
show students that a number can be composed, say 10+1. This means that you are putting
together a ten and a one. Write 10+5 on the bottom. Continue until the number 15 until 20.
c. Concluding
Put away their booklets. Students take out their white boards and markers. Tell students you
will play showdown. (Showdown is when the teacher says a problem and students have 10
seconds to write the answer. Teacher says showdown and all whiteboards should be raised).
Tell students that you will give them a decomposed number and they must write what number
you made. Demonstrate- If I say one group of ten and 1 more, what number should I write?
Answer should be 11.
Adaptations and Extensions:
In this lesson, there will not be any differentiation because the pre-assessment will help
determine which students need help and how to adapt the lessons.
*One-on-one/small group assistance will be given to those who need help with the booklet
*Hands-on manipulations will be used during this activity
*Modeling
Management Considerations:
Count down 3, 2, 1, 0 to get their attention.
Freeze hands-up when the students are busy with their hands.

I love the way ___________ is ____________________

Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]