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

Pass out the lyrics of the song (option: have the lyrics
on their desks instead of passing them out). Read the
song lyrics together.
Sing the song. (4-5 times)
Discuss decomposing/take apart into 10s and some
1s

Student Does
Expected Student Responses
Student Activities

K.CC.1 Count to
100 by tens (just
in the beginning)
Read the lyrics with the teacher and sing
them, whole class.
Students will pair share and we will
discuss as a class what it means to
decompose numbers into 10s and some 1s.

Suggestions: Have material laid out and ready to go

Evaluate: Student
Responses
Consider Decision
Points Assessments

How do we decompose numbers?

List ways to decompose/take apart on the white board
Show an example of decomposing
Compare and contrast the words on the board with
how to decompose a number

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Standard
CCCSSM,
MPS, NGSS,
21st Century

Take them apart.

Add them.
Subtract them.

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

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Explore:

Put your number cards in order from smallest to the

greatest.
Have students collaborate how to put them in order

Students will put number cards from the

smallest to the greatest.

Teacher will assess and monitor all the students.

Students will match number cards to the

correct dot card.

Time:
8 minutes
Materials:
Copies: Number cards
Dot cards
Overhead projector
Evaluate: Student
Responses
Consider Decision
Points Assessments

Match each number card to a dot card.

Have students matching the dots to the correct number
card
Show the correct way to match numbers to dots on the
overhead

Talk to your partner. What do you notice about your

dot cards

Show students using the dot cards how to decompose

a number.
Circle the tens
Ask: How much is outside the circle? Or
How many ways are left?

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.

Standard
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

Yes, they show ways to decompose/take apart a

number.

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Explain:

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

Count with me.

Time:
30 minutes
Materials:
Blank papers
Student copies

Student Does
Expected Student Responses
Student Activities

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
Do another example or two of decomposing a number using a
different number.

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.

Students copy the number sentence

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

Its easy to see different parts but lets put them together to see
how many animals we have total.
Talking with their partner.
Work with your partner to show ways to put those parts
together. (Pause)
13
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?
Have students write their own decomposing number sentences

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

10 + 3 = 13

Standard
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

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.

Stage of Lesson

Teacher Does
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
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.
Have students share their answers to the class and
explain (do their best) how they got their answers.

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM,
MPS, NGSS,
21st Century

The student will be able to correctly

complete this page.

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: Student
page
Consider Decisions
Point Assessments

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Stage of Lesson

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

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM,
MPS, NGSS,
21st Century

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.

They are able to complete these problems

correctly in the allotted time.

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