DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate __Paula Finlinson_____ Grade Level _K__ Title ____Compose 8 and 9_________
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
20 students
10 boys
10 girls
1 IEP behavior and academics- Ashley
4 ELLs- Fergie, Leslie, Adina, Kelton
1 Gate- Tyson
Classroom environment:

Promethean board at the front. Rug at the front of the room. 4 colored kidney tables. Aide in the room.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawing, sounds, acting out situations,
verbal explanations, expressions, or equations.
Content Walk-Away:
Students will compose groups of 8 and 9.
Language Walk-Away:
Students will say and write 2 numbers that make a group of 8 or 9 when combined.
Vocabulary:

Compose
ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomoda
tions (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Observation, question, evaluate responses.

IEP (Ashley)- Sit her at the

front of the rug. Check on
her frequently.
ELLs- announce the
numbers in spanish.
GATE (Tyson)- Have him
help during demonstration.

learned the Walk-Away?)

Content Walk-Away Evidence (Summative):

I will write groups of 8 and 9.
Language Walk-Away Evidence (Summative):

I will write groups of 8 and 9.

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
You have had lots of practice composing and decomposing numbers. Today we are going to learn different
ways to make, or compose numbers 8 and 9. Do you remember that compose means to put 2 small numbers
together to make a bigger number? You can put 2 and 3 together and make 5. Model using cubes. Todays
essential question is, how can we show a number in other ways? SIOP 1,2,3,7,8,9,19
Formative assessment:
Learning Goal
Success Criteria
Assessment Strategy
Understand what compose
Students pay attention.
Observation
means.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Ashley- Front of the rug.
ELL- Announce 8 and 9 in Spanish.
Focus Lesson (I do it)
I am going to use these counting cubes to make the number 8. Now remember, we arent trying to make a
pattern with our two different colors. We need to put the two colors together to make the number 8. Im going
to put 5 red cubes and 3 blue cubes together to make 8. Lets count them together. What is another way that I
could make 8? Demonstrate their response. Okay, now this time I am going to compose 9. Remember that
compose means to make. Hmmm, I wonder if putting 6 and 3 together will make 9? Lets check. Count and
add cubes together.
Formative Assessment:
Learning Goal
Students see 8 and 9 made with
cubes.

Success Criteria
Students pay attention and
respond do questions.

Assessment Strategy
Questioning.

Modification/accommodations:
Ashley- Front of rug.
ELL- Say numbers in Spanish.
Guided Instruction (We do it)
Im looking for some very quiet students to come to the board and help us compose 8 on the SMART board.
Have students move objects to make 8. Make sure the whole class is helping count. Great. Now lets have
someone come up and use two colors to compose 9. SIOP 18,21,23
Formative Assessment:
Learning Goal
Compose 8 and 9 using counters
on the Promethean board.

Success Criteria
Students correctly place the
number of manipulatives on
board.

Assessment Strategy
Questioning and observation.

Modification/accommodations:
Ashley- Call on her if she is behaving.
ELL- Say numbers in Spanish.
Collaborative/Cooperative (You do it together)
Pass out cubes. I passed out a set of cubes to everybody. Youre going to work with your partner and make
the number that I say. One of you will use your color and the other will use theirs. Watch while Tyson and I
demonstrate. I want us to compose the number 8. Hmmm I think ill start with getting 5 of my cubes. Now, if
I have 5 of my white cubes, how many does Tyson need to add with his blue cubes? Good 3. Now hes going to
connect his 3 to my 5 and well count to make sure that we have made 8. Count. The person with the longest
hair will go first. Theyll decide how many of their cubes they want to use to make the number. Make the
number 9 with your partner. Do a few rounds of this. Then collect the cubes and have them move back to
their spot on the rug. SIOP 4,5,6,10,11,12,16,17,20,22,24
Formative Assessment:
Learning Goal
Work with partner to make 8 or 9
with cubes.

Success Criteria
Each partnership correctly puts
together 8 or 9 cubes.

Modification/accommodations:
ELL- Pair them with patient students that are good English speakers.
Tyson (GATE)- He will help me demonstrate.
Ashley- Pair her with a girl.

Assessment Strategy
Questioning.

Independent (You do it alone)

Before I send you back to your desks, I want to show you what youll be doing on your worksheet today.
Using the SMART board, go over the worksheet that they will be doing. SIOP 25, 26
Summative Assessment:
Students fill out their my math worksheet.
Modification/accommodations:
Ashley- check with her frequently.
ELL- be available for help and translation.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Great job composing numbers 8 and 9 today. Compose means to put two numbers together to make a bigger
number. Who can tell me a way to make 8? Who can tell me how to make 9? Great. Lets head to your desks
and do your worksheet. Remember to do your best work. SIOP 27,28,29,30

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?