Name: ​Sarah Heywood​ Grade: 1

Time: ​10 minutes

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: ​Use
addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations (number sentences) with a symbol for the unknown
number to represent the problem

Instructional Objective:
● SWBAT create a list of combinations to make ten using two addends and manipulatives.

Assessment:​ Students will work in small teams to complete combinations worksheet.

Academic Language Objective:

● SWBAT state number sentences (___+____=10) as they build various combinations.
Assessment:​ I will be observing and listening for number sentences as students create their
towers.

Content: ​This lesson focuses on students’ ability to see 10 in a variety of ways, not just the
common ways (ex: 5+5 or 6+4). They will be challenged to make a combination that is different
from their teammate, to ensure that they have covered all combinations.

PROCEDURES FOR THE LESSON

Opening ​(2 minutes​ :
)​

Today we are going to be thinking about all the different ways to make 10 by playing a little
game. But first, I want to tell you a story. One day, I decided to make a fruit salad. My favorite
fruits are grapes and cherries. So I combined a ton of grapes and a ton of cherries into a bowl
and mixed them all up. Then I went to serve myself and I scooped 10 fruits into my bowl. I want
you to tell me how many cherries and how many grapes I could have scooped into my bowl if I
had ten pieces of fruit in total. Keep one thing in mind, there are many different ways to answer
this question..

During​ ​Lesson ​(6 minutes)​:

So I want you all to divide yourselves into two teams. Each team has a container of cubes (one
color represents each fruit). Decide who will start the game and we will go around in a circle
until we can no longer think of any other combinations.
Person 1 will make their combination and say it out loud. For example, they might build 6
cherries and 4 grapes so they would say that out loud and place their cube tower in the center so
everyone could see.

Person 2 would then make a different combination and say it out loud. This will continue until
you believe you have made all the possible combinations to make 10.

Note: No combinations can be repeated, however, 6 cherries and 4 grapes is different from 6
grapes and 4 cherries.

● Have students begin the game and work to room to provide any additional assistance
and/or encouragement.
Closing ​(2 minutes)​:
Let’s do a quick share out. Let’s go around and share some combinations that we came up with
● Record combinations on board
If time permits: check to see if students notice patterns with the combinations (as one increases
the other decreases).
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:

UDL​ at a glance: ​http://www.udlcenter.org/resource_library/videos/udlcenter/​udl​#video0

Overview:​http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples​ ​http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: ​What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another reading Use Braille or large report
print
Pair students Provide on-level Extend time
reading Use manipulatives
Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main ideas
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples​:
Support #1:Use manipulatives: ​Rather than having students come up with a list of number
sentences off the top of their heads, they will have the opportunity to use cubes to help them see
the combinations and existing patterns.
Support #2: Alternative Response format: ​Students are given the opportunity to answer this
question orally and they can record their number sentences as a way of keeping track if they
would like.
Support #3: Seat Students strategically near one another: ​Students will be working in teams
to complete this task. This can be helpful because a student might not be able to think of an
additional combination but someone else in the group might be able to think of it.

FINAL DETAILS OF THE LESSON

Classroom Management:​ To get students’ attention, I will use the call and response “All hands
on top… everybody stop!”

Materials:
● Chart Paper
● Markers
● Cubes
● Ways to make 10 handout

Follow-up:​ After this lesson, students will be able to notice combination patterns. Students will
also begin making combinations for numbers greater than 10.