Unformatted text preview: Lesson Plan #2 Decomposing 5
InTASC Standard #6 Assessment
EDUC 2100 Public School Practicum Section 01
Fall 2017 RUNNING HEAD: Lesson Plan #2 Decomposing 5 1 Lesson Plan #2 Decomposing 5
Practicum Student as Teacher: Shaylee McMullen
Grade Level: Kindergarten
School Location: Summit Elementary
Concept/Topic to Teach: Decomposing 5
This lesson plan is for decomposing five and it provides a booklet for assessment which I used in the middle
of a unit to see how they are progressing throughout the unit. This is appropriate because they are learning how to
add to get to five. Kindergartners have a standard to fluently add and subtract within five, as well as decompose
numbers less than or equal to ten into pairs more than one way; this lesson meets the standards and is working
towards mastering those standards. To master them they first need to understand five to be able to move to different
numbers within ten, as well as adding and subtracting numbers within five. In this lesson plan is a YouTube video
with the song five little pumpkins which is an interactive song where they are being pumpkins on a gate. Students
learn in many ways so having them practice decomposing five with different items (unifix cubes, bracelets and
beads, or coloring shapes) gives them a variety of strategies to use to help them remember and decompose five.
Specific Learning Objective:
Students will be able to independently decompose 5 (through coloring shapes and writing the corresponding
number sentence (equation)) in their booklet to 80% proficiency.
Common Core Content Standards/Benchmarks (CCSS) addressed:
K.OA.A.3- Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or
drawings, and record each decomposition by a drawing or equation.
K.OA.A.5- Fluently add and subtract within 5. RUNNING HEAD: Lesson Plan #2 Decomposing 5 2 Assessment(s) to be used:
Booklet: students will write equations to make five and color in shapes to help them build the equation. Then use a
table to see if they understand or not, and to show results.
Materials needed – (be comprehensive)
Ghosts with number 5 on them
Key Vocabulary and definitions specific to content:
Equals-the same as
Plus-with the addition (and)
Hidden Partners- numbers that combine to make other numbers
Students will play hide and see with a partner and unifix cubes to work on decomposing five since they are familiar
with this game so they have schema for it. Hide and see will help students get into the right mindset for this lesson.
THE TEACHER WILL:
● Teacher will have students go to their table spots and play hide and see with a partner. RUNNING HEAD: Lesson Plan #2 Decomposing 5 3 ● Teacher will have students come to the carpet and show them the bracelets we are going to make.
They will all have a pipe cleaner attached to a ghost with a five on it. They will have beads at their
table and they will all put five on their pipe cleaner.
● Teacher will demonstrate to them that they need to count their beads to ensure they have five then
raise their hands so teachers will go around the room and help them connect their pipe cleaner to the
other side of the ghost.
Teacher will then model to the students a booklet they will complete after doing their bracelets. ● ● ● Teacher will demonstrate one problem on the board from the booklet.
Teacher will have students go to their seats and make their bracelets and then do their booklets. ● Teacher will walk around the classroom and help students when needed, and help them connect their
Teacher will set up the five little pumpkins song on the interactive whiteboard. ● ● Teacher will direct students to place their booklets on the counter when finished then put their bracelets into their mailboxes.
THE STUDENT WILL:
● Students will play hide and see with a partner at their table spots. K.OA.A.3, K.OA.A.5 ● Students will watch as the teacher demonstrates what they are going to do once they get to their
● Students will go to their seats and make their bracelets. They can play with their bracelets for a few
minutes to practice finding hidden partners of five. K.OA.A.3, K.OA.A.5
● After practicing hidden partner of five students will complete their booklets finding hidden partners
and writing their equations. K.OA.A.3, K.OA.A.5
● After finishing their booklets and bracelets students will place booklets on counter and bracelets in
mailbox then come to the carpet and listen to the five little pumpkins song.
https://www.youtube.com/watch?v=cm1qvX1ygOo RUNNING HEAD: Lesson Plan #2 Decomposing 5 4 Lesson Closure:
The students will place booklets on the counter then put their bracelets in their mailboxes. Students will come to the
carpet after finishing and listen and do the motions to the five little pumpkins song which can be accessed at this
link https://www.youtube.com/watch?v=cm1qvX1ygOo .
Students with lower skills will be observed and I will go around the room and talk with them to help
them see if I need to change the color of unifix cubes to show them 2 and 3 make 5, 4 and 1 make 5,
and 0 and 5 make 5 as well as the reverse of these like 3 and 2 make 5.
Students with higher skills will be observed I will have them complete the booklet and go through it
with me. I will ask them if 3 and 2 is the same as 2 and 3 as well as other questions to get their mind
thinking about that and talk to them about what are ways we can make 10 give them a 10 stick to
investigate this. I could also have students think of real world application of decomposing five.
Results – How did students perform? – (includes assessment results)
23 students were 80% proficient while 12 were not. The objectives were not met because not all students got
an 80 % or higher on their assessment. Yes, homework/reinforcement as well as independent practice is needed.
More time to work on equations and decomposing five is needed because 8 students are only at 50% and 7 students
out of the 20 students who got 100% only did one equation but they got 100% because they did the equations
correctly and colored accordingly. However, the students will need to be able to write all six different equations for
decomposing five, so more work and modeling as well as independent practice can help the students become
experts in decomposing five. Even though 12 students were struggling some students could write the equations
without having to color which is the unit goal. RUNNING HEAD: Lesson Plan #2 Decomposing 5 5 Assessment Results:
Name Score (%) Name Score (%) Name Score (%) Name Score (%) Kelwyn 100 Wesley 100 Piper 50 Emma 50 Levi 100 Jude 100 Mya 67 Bridger 100 Cason 100 Josslyn 100 Isaac M. 100 Colton 50 Eli 50 Isaac B. 100 Lane 67 Sam 100 Delilah 100 Nora 100 Braxton 100 Kyler 67 Julia 83 Emery 83 Logan 100 Emerson 50 Madelynn 100 Parker 100 Emmy 100 Tyler 100 Camden 50 Lilly 100 Isabella 50 Brynlee 83 Owen 67 Kaydrie 100 Noah 50 Class Average 83 Students who did only 2+3=5 Students who had 4+1=5 or 1+4=5, 3+2=5 or 2+3=5,
0+5=5 or 5+0=5 Issac M. Lilly Mya Isaac B. Emmy Jude Isabella Kelwyn Emma Levi Colton Tyler Sam Bridger Brynlee
Delilah RUNNING HEAD: Lesson Plan #2 Decomposing 5 6 Madelynn
Kaydrie Below there are three examples of the booklet and a few student’s work.
I chose the example below because this child had the write numbers but did not look at the signs to make sure the
equation was in the right order. I chose the example below because this student had an example of each way to make five other than all the
duplicates. RUNNING HEAD: Lesson Plan #2 Decomposing 5 7 I chose the example below because it shows a student who did not need to color at the end to make the equations. Example of the Bracelets Reflection/Evaluation: What worked?
In my lesson, what worked well was the bracelets. The students loved them and they used them to help with
their books. I also think modeling the bracelets went well so they knew exactly was expected of them. When I was
modeling how to do an equation or number sentence in the book I used “equation” more than “number sentence”
which they are not used to hearing, but one of the students then repeated the “equation” so he now had that word to
use in place of “number sentence” and realized they were synonyms. Playing hide and see for the students to get RUNNING HEAD: Lesson Plan #2 Decomposing 5 8 thinking about five and the hidden partners of five went very well. The students knew the game and it helped them
feel more comfortable with me. I went through the books to see the level of understanding the students had which
was my assessment, it showed me if they met the objectives of the lesson which they did not so it needs to be
Even though most of the lesson went well, something I would change is how many equations I modeled
because I only modeled one and it was obvious that some of the students needed more of them modeled. When
looking through the booklets the students completed I noticed 13 students only had 2+3=5 or 3+2=5 on all 6 pages,
which is the equation I modeled on the board. I also think putting the shapes above the equation would help them so
they color first then write the equation to match what they colored since they have not done very many equations or
number sentences yet. Another way I could improve this lesson would be making sure I go over the symbols plus
and equal and what way they need to be in the equation. Shown in one of the student examples above, the student
did not look at the signs carefully to make sure they put the numbers in the right places so their sentences do not
read correctly. I could also solve this by only putting the symbols in the same place for the whole book until they
get the hang of it then once they have it change where the symbols are at in the number sentence.
The next step with my students would be to practice number sentences decomposing five as a class and
individually. I would model all the ways we can decompose five and have the students do it individually and as a
whole group. I would also have centers where they play a game on the computer of finding all the ways to make
five, they do a teacher table where they get one on one help with number sentences, and have them do individual
work at a center on a worksheet with making five. I would group the students based on their level of understanding
based on my assessment so they each get the direction and help based on individual needs. We could also make our
own books eventually where they get to pick the shapes and draw them and make their own number sentences. I
think this concept needs more time and practice but they will get it quickly through practice and one on one help
through centers. RUNNING HEAD: Lesson Plan #2 Decomposing 5 9 RUNNING HEAD: Lesson Plan #2 Decomposing 5 10 ...
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- Fall '15
- Renee Griffith
- partner, Running head