Michaela Stoffel

Teaching Date: 10/15/19

Indiana Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
Children learn to count and apply their understanding of counting and the idea that numbers represent quantities to
compose and decompose numbers. They develop the idea that smaller quantities make up larger quantities by using
manipulatives. This lays a foundation for more concrete work with addition and subtraction later in the year. In this
lesson, children use manipulatives to model different ways to make 8 and to make 9. Students continue to develop the
ability to accurately understand the relationship between numbers, and make strategies that help them to join and
separate quantities.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will be able to name number pairs for 8 and 9.
B. Objective(s)
1) After completing the lesson, students will be able to use manipulatives to demonstrate two or more ways to
make 8 or 9.
2) After completing the lesson, students will be able to identify a missing addend needed to make 8 or 9.
C. Standard(s):
K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one
way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In
Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not
required.]

II. Management Plan-

Materials:
• Anticipatory Set: 21 ziplock bags, Skittles, M & M’s, cheerios
• Mini-lesson: placemats, counters
• Centers: Baskets, playdough, pencils, ice cream scoop cards, clothespins, sheets to record numbers,
glue sticks, construction paper (cut into circles and strips for the number bonds), Ziploc bags, bear
manipulatives, paper squares with numbers at different forms of numbers)
Time: 35 minutes
Space: Students will be sitting with their table group for the whole group mini-lesson. They will then be spread
out around the classroom for centers. Groups will be at the back table, three different side tables, the community
circle rug, and front floor.
Behavior: Students will be given a warning for any disruptive behavior. After given a warning, they will be asked
to move down their color on the behavior chart. Expectations for each center will be specified upon starting the
rotations. At the end of the day, if students have not moved colors, they will be given kindergarten cash.
Technology: Students will watch and dance along to review videos about 8 and 9 number bonding by Jack
Hartmann.

III. Anticipatory Set (5 minutes)

• Students will each be given a Ziploc bag with 4 skittles, 4 M & M’s. and 4 cheerios. “Once you have your ziploc
bag, please empty what is in your bag onto your desk.”
• “Make for me a group of items that are similar in some way. For example, you can group items by shape or by
color. Be creative with how and why you are grouping objects.” Give students time to group.
• “Can I have a volunteer share with me how they grouped their items?” Expect students to share that they
grouped by candy, by color, by texture, by shape etc. Call on more than one student. “Check out your neighbors
group. See if it is like yours. There are many ways that we can group items. Depending on how we choose to
group, some items may have a lot more items per group. If we chose to group the items in our bag based on what
type of food they are, we would have a lot more items in the “candy” group than in the “cereal” group.”
• “We can group a lot of different things. We could even group our class. We could group how many students in
the class are boys, how many are girls, or even how many students have brown hair.”

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 IV. Purpose: Today, we are going to explore ways to make 8 and 9. We are going to do activities that help us see
many groups of two numbers that can be put together to make 8 or 9. We just grouped items based on how
they look, and now we will group numbers. Our centers today will us practice counting up to 8 or 9. We are
practicing separating numbers into groups now, because later we will practice making groups of bigger
numbers like 10 or 20!”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
• Students will receive both time to work with the content in a whole-class as well as small group setting. Large
group instruction can scaffold information and provide a key teaching element, while small groups allow for
support and challenge from peers.
• Jase will benefit from being in a center group with students who are cooperative. He is easily upset, and will shut
down if others try to overpower him. He would also benefit from being a student that is upfront during the
“Groups of 9” so that he is an active and not passive participator.
• Caroline would benefit from an extra hand during large group instruction. The classroom aide or teacher can be
assisting during this time, and make sure that Caroline does not fall behind and is moving her manipulatives
accordingly. In the center groups, Caroline should be in a group with at least one other student who is able to
work efficiently.
• Students who are early finishers in the center rotations can be encouraged to start over and re-practice. They
may also challenge themselves by approaching the center as if they were looking for numbers to pair that added
up to 10. Students who need extra time can revisit the stations during quiet time.
• Cash and Landon will not be placed in the same center group.
• There are no ELL learners.

VI. Lesson Presentation (Input/Output) (25 minutes total)

• Students will each be given a placemat. They will also each be given 8 counters. One side of the counter is red,
and the other is yellow. “With your counters, show me 8 on your ten frame. Can someone share with me how
many yellow sided counters and how many red sided counters they used to make 8?” Allow a student to answer.
“Does anyone else have a different combination of counters they can share.” Allow student to answer. “Now, let’s
pretend that your dog came and ate 4 of your counters because he thought they were treats. Show me using your
counters how you would take away 4. How many do you have left on your placemat?” Allow student to answer.
“That’s right, we have 4 counters left. Make sure that your mat has four counters in all. “But wait, your mom has
followed the dog outside and found 3 of your counters that your dog left outside, so she brings them back to you.
Add 3 counters back to your group of four. Can anyone tell me how many counters they have total on their
placemat now?” Allow student to answer.
• Invite students to play the game “Groups of 9.” “We are going to play a game together. We instead of making
groups with our counters, we are going to use our classmates and the number 9. “I am going to have nine
students from our class come up to the front and stand in a row facing the class. I have already chosen the nine
students, so please come up if I say your name.” Call students up. “Can we all count together to see if there are
really nine students in our row?” Count with the class from person to person. “We are going to now see how
many ways we can make nine.”
• “When I tap your shoulder, sit down where you are.” Tap one child on the shoulder. “How many people are
standing and how many are sitting?” Call on students to answer. “Is this one way that we can make 9?” [Yes]
• Tell the child sitting that they can stand up. “Now, when I touch your shoulder, turn your back to me. How many
students are facing the class? How many students have their back to the class.” Call on students to answer. This
is another way to make 9. Count children outloud to confirm.
• Have all the children face front. Repeat these prompts with having certain groups of students put their hands on
their head, or put their thumb up. Use grouping of 3 and 6, then 4 and 5.
Centers (8 minutes each)
• Introduce students to timed 8- minute center rotations. There will be two different center rotations, but six
groups total (3 centers are the same content)
• Center 1: “How Many More Make 8 and 9” (example attached)
• “Draw one paper from a basket. The paper will either say “How many more make 8 or how many more make 9?
Count the ice cream scoops on that card. Then, count on to figure out how many scoops are needed to make a
total of 8 or 9 scoops. Once you decide that number, clip the correct number. Then, make “ice cream scoops” out
of playdough to represent the remaining scoops you need on your card. Record the two numbers or “pair” that
you find that make 8 or make 9 on your recording sheeting sheet.
• Students will draw a new paper each time after they finish clipping the clothespins on the card, adding
playdough, and recording on the sheet.

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 • Students may need additional counters to help them see visually how many more “ice cream scoops” need to be
added. There will be extra counters provided at the station.
• Center 2: “Number Bonds”(see example attatched)
• “When you get to this station, you will see my example for you. The smaller circles that are connected by a
“bridge” to the bigger circle. The smaller circles will be what numbers add together to make 8 or 9.”
• “Each student will have a Ziploc bag. You will dump out your Ziploc bag. First, you will find the big 8 and the big
9 that you will use for your “big circle”. You will also find a paper squares that can be added together to make 8
or 9 (they will be in the form of dots, written numbers, fingers, etc) after finding the pair, you will place both
numbers in the separate smaller squares. You will continue to do this until time runs out, making as many
different pairs as you can.
• Students who are struggling to find pairs alone can work side by side with a peer.

VII. Check for understanding: I will be taking notes of what students are not getting when they travel to my station. I will
ask the other teachers in the room to do the same. I will ask clarification questions of the students in my group. I will
also gauge understanding by how well students answer the questions I ask throughout my lesson.

VIII. Review learning outcomes / Closure (5 minutes)

-
- “Everyone come join me at the front. Can anyone give me two numbers that add up to make the number 8? Call
on two students. How about two numbers that add up to 9? Call on two students. “You are doing a great job of
understanding how numbers work! We are going to keep practicing these skills and finding “number partners.”
- Now we are going to sing-along with Jack Hartmann about number pairs” (students are very familiar with these
videos)
- Play Jack Hartmann video “I Can Say My Number Pairs 8” (play to 1:25), Play Jack Hartmann video “I Know My
Number Bonds 9” (play to 1:20)

PLAN FOR ASSESSMENT

Formative: I will assess students as they respond in class, and be surveying the room while I teach the mini lesson. I will
run one of the three “Number Bonds” stations. Mrs. Hueston (teacher) and Mrs. Edgington (aide) will run the other two
“Number Bonds” stations. Collectively, we will see every student in a smaller setting, and will reteach as needed within
the centers. We can also pull students out during quiet time, or a different math lesson to clarify content.
Summative: Students will not be formally graded at this level. Once this concept has been reviewed and practiced further,
students should be able to master each way in which two numbers add up to 8 and 9. They will become familiar with
using numbers instead of manipulatives to form pairs. They will eventually solve story problems using workbook pages.
They will illustrate their answer to story problems and number equations in various forms. This will be a topic that is
assessed for report cards.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How can I better address large group instruction so that no students are left behind?
8. Should anything be changed about the centers to make them more engaging, or taken away from them to
become more simplified?
9. How confident were students with the material they were learning and practicing?
10. Would it be beneficial to have the centers last for a longer amount of time?