Teacher Education Lesson Plan Template

Teacher: Toni Crawford Date: November 12, 2019

Title of Lesson: Count, Identify, and Cooperating Teacher: Kayley McCroskey

Decomposing Numbers

Core Components
Subject, Content Area, or Topic
 Math

Student Population
 18 students
 1 ESL

Learning Objectives
 Students will be able to count to 59, tell time to the hour, and create 10 more than one
way.
Abeka Math aligned with Common Core Standards
 CCSS- K.CC.A.1: Count to 100 by ones.
 CCSS- K.CC.A.2: Count forward beginning from a given number within the known
sequence.
 CCSS- K.OA.A.1: Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
 CCSS- K.OA.A.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.
 CCSS- 1.MD.B.3: Tell and write time in hours using analog and digital clocks.

Materials/Resources
 Decomposing Numbers worksheet
 Mimeo presentation
 Crayons
 Pencils

Safety (if applicable)

Time
Process Components
(min.)
2 min. *Anticipatory Set
 Count to 59 by jumping.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
 *State the Objectives (grade-level terms)
 I can count to 59.
 I can tell time to the hour.
 I can create 10 multiple ways using two different colors.

25-30 *Instructional Input or Procedure

min.  TSW count to 59 by jumping.
 TTW count with students and then explain that today we are going to practice
the new family we learned on Thursday.
 TSW identify numbers in the 30 family by coming to the board and circling the
number.
 TSW then complete the 30 family by putting them in order on the board.
 TTW then have students count the 30 family.
 TTW take out the clock and review the short and long hand with students.
 TSW tell the time of the clocks by the hour.
 TTW give students the decomposing numbers worksheet.
 TTW model two examples for students on the board.
 TSW complete the remaining of the worksheet independently and place it in the
basket when they are done.

5-10 *Modeling
min  TTW ask students what is on way they can make eight using the colors blue and
green?
 TTW then color in the objects on the board and have students count the amount
of blue and green and then tell me the total of all the objects.
 TTW repeat these steps for the second problem to complete together before
allowing students to work independently.

*Check for Understanding

 TTW ask students questions throughout the mimeo presentation as well as the
modeling of the worksheet to ensure they understand.
 TTW also walk around the classroom to see if students are working correctly
and to help students who may need additional help.

10-15 *Guided Practice

min  TTW go through the mimeo presentation with students working through the 30
family and telling time to the hour.
 TTW have students count the 30 family; identify the numbers in the 30 family;
and have students create the 30 family by dragging the numbers to create a
number in the 30 family.
 TTW also review the shorthand and longhand with students to make sure they
know that the shorthand is for the hour and the longhand is for the minute.
 TTW then have students say the time on three different clocks as practice.
 TTW will then have students return to their seats to practice decomposing
numbers.
 TTW guide the students through the first two problems as a class by asking
students what are some ways you can make 8 with the colors blue and green?

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
 10-15 *Independent Practice
min  TTW work through the first two problems with the students and then let them
complete the worksheet on their own as independent practice.

Assessment
 TTW collect to worksheet to assess students understanding of the topic.
 TTW also ask guiding questions while completing examples with students.
2-3 *Closure
min  TTW ask students what is the new family we learned today?
 TSW count the new family.
 TTW ask students what does the shorthand on the clock tell?
 What does the longhand on the clock tell?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

 If needed, students can use cubes to help them find different ways to make 10 as a visual
representation.
Classroom Management Issues (optional)
 Remind students that when we are on the carpet we stay in our own square and keep our
hands to feet to self.

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
 My students did well with decomposing numbers without having the use of manipulatives
which was my goal because they need to know how to critically think about it without
having a visual representation as well with one. This was the first day I introduced clocks
and time to the hour and the students comprehended quickly. Next time, I will give
students their own clock and call out a time to show to see of they are able create it on
their own.

*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.