Ver. 4.

001 08/22/14

How many are missing?

First Name

Mia

Last Name

UH Email

mbrandon@hawaii.ed
u

Date

Semester

Spring

Year

Murray
3/31/15
2015
25 min

Grade Level/
Subject

Kindergarten

Title

How many are missing?

Lesson Duration

Lesson Overview
Briefly summarize your lesson plan in a few sentences.

I will work with a small group of about six students. The students will be split into pairs.
Each pair will get a ten frame sheet and ten counters. One of the students will close
their eyes while the other student takes away some of the counters. When the student
opens her eyes she must come up with a strategy to determine how many counters
are missing. Then she will write an equation representing x + x=10. They will take
turns being the hider. At the end they will each share an equation and represent it
using the ten frame and counters. They will share with the small group how they came
up with the answer and others will offer other ways that it could have been solved.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)

I want the students to be able to look at a ten frame and know how many more are
needed to make ten. I also want them to use effective strategies for finding the
missing number. A ten frame can be used to find missing parts of ten. There are many
combinations of numbers that make ten.

Essential Question(s)
The big idea of the lesson stated as a question or questions

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How can we find the missing number using a ten frame? What are all of the different
strategies we can use to find the missing number? What are the different ways the ten
frame can be used? Are some ways more efficient than other ways? How can we find
all of the different ways to make ten?
We can count the number of empty boxes? Or we could count the counters and then
count up to ten from there using our fingers? Or maybe you just know how many
counters you have by looking at them in the ten frame and you can count up from
there? Or maybe, you can see that theres five counters on there and you know that
5+5=10, so there must be 5 missing?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.
Prior Academic Knowledge and Student Assets
The students prior academic learning and personal/cultural/community assets that will
support their learning
The children have had several experiences working with ten frames. One of the
activities they have done with ten frames is ten frame bingo. In this game, the teacher
holds up a number and the students must find the ten frame on their sheet that has
that number of dots on it. The children have also been working with addition for a
couple of months.
This students in this particular group are either ELL or struggling students.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)

Words that the children are already familiar with that they will use in this lesson are:
add, take-away, count, add, more, hide, and the phrase: how many more to make ten.
Efficient may be an unfamiliar word so I will use it in conjunction with the word
faster.

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Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
Give detailed, step-by-step instructions on how you will implement the
instructional plan.
Describe exactly what students will do during the lesson.

Ver. 4.001 08/22/14

1. before:(5min)The children will gather at the round table. I will have a blank ten
frame and ten counters. I will fill up the ten frame with the counters. Today,
were going to use these ten frames to see how many ways we can make ten. I
will tell the students that m going to close my eyes and while theyre closed I
want student A to take some of the counters off the sheet but not to tell me how
many. After theyve removed the counters I will model by looking over how
many counters are left. Then I will ask for volunteers to suggest ways that I
could figure out how many counters are missing. There are many ways to find
the missing number. Are some ways faster or more efficient than other ways?
So, we can count the number of empty boxes? Or we could count the counters
and then count up to ten from there using our fingers? Or maybe you just know
how many counters you have by looking at them in the ten frame and you can
count up from there? Or maybe, you can see that theres five counters on there
and you know that 5+5=10, so there must be 5 missing? I will then write the
equation to represent x + x = 10. I will reinforce this language by saying, for
example, So, 4 and 6 more is 10, or 4+6=10. We can make 10 in many ways,
lets try some more.
2. during (12min) Next, you are going to get into pairs and take turns going
through this same process. Each pair will get one ten frame and ten counters.
One person will close their eyes, no peeking, while the other person takes off a
few counters and hides them in his/her hand. When they tell you to open your
eyes, you need to figure out how many counters are missing. Then, you write
down an equation to represent that just like we did before, OK? Then, youll
switch and it will be the other partners turn to hide the counters. I will
encourage them as they participate in this activity and ask each of them what
strategies they are using and if there is another strategy that they could use. I
will take notes and mark off on my checklist as we go. I also want to note if the
student uses the same strategies each time or if their strategy differs based on
the problem. I will then ask them why they chose that particular strategy. How
did you come up with that number? Is there another way you could have found
the missing number? Which way is faster or more efficient?
3. after (8 min)Then, I will ask each student to share one or two of their equations
and represent it on the ten frame. Then I will ask them to share how they got
the answer and ask if anyone else has another way to get the answer. Are
there many combinations of numbers that make ten? Is a ten frame a good tool
to use to find those combinations? Are there many ways to make ten?

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Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
I will use a checklist for each student like the one below.
name Can find missing # Writes an equation to represent combination of numbers
that make 10 Counts each dot and then continues to count by one o fingers to find #
Counts each empty box to find # Recognizes immediately how many are
missing
Recognizes how many dots are represented and then counts up from
that # to determine #

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)

I will be doing this lesson with a small group of six students. These particular students
are either ELL or struggling students which is why I chose them so as to offer extra
support.
I believe both groups will benefit from the same types of support, as stated below.

TYPE OF LEARNER

ELL/MLL

Struggling

Accelerated

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
These students will be working with me in a small group so
that I can offer them more individualized instruction.
They will have a visual and tangible representation in the form
of ten frame and manipulatives to enhance learning.
I will also use the academic language repetitively such as:
efficient, how many more to make ten, and take away.
They will benefit from listening to how their peers used a
different strategy to solve the problem, and therefore build on
their own strategies.
These students will be working with me in a small group so
that I can offer them more individualized instruction.
They will have a visual and tangible representation in the form
of ten frame and manipulatives to enhance learning.
I will also use the academic language repetitively such as:
efficient, how many more to make ten, and take away.
They will benefit from listening to how their peers used a
different strategy to solve the problem, and therefore build on
their own strategies.

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504/IEP

Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Ten frame sheets, counters or other manipulatives, and paper and pencils.
Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching.
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

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I had hoped that I could do one or two examples and then the students would work
mostly independently within their pair groups. This would allow me to just be available
to ask questions about their choice of strategies. However, they were not confident in
going through the steps without me prompting them each time. Based on this, I realize
that perhaps my expectations should have been more detailed and clear.
Two of my students were pretty distracted and this may be because of the time of day
that I tried to squeeze this lesson into since something came up during the original
scheduled time.
All students were able to write an equation.
Only one student was unable to find the missing number. She would benefit from more
individualized instruction. She also could have benefitted if wed had more time to
work on this activity.
The other students used a variety of strategies to find the missing number. They each
also varied their strategies based on the particular problem. Some would count each
empty box, some recognize immediately how many were missing. One on problem
student A had taken 8 counters off and left the two in the middle. When student B
opened her eyes I asked how many were missing, and she immediately recognized
that there were two groups of four missing. She did need a minute to put the four and
four together to get the total of 8 missing.
Overall, the lesson was successful in that the students used a variety of strategies to
solve the problems. They also benefited from having more experiences with making
tens and using the ten frame as a tool.
Next time, I will spend more time on instruction and ensuring that expectations are
very clear.