anning

Template

ame:

Huiting Bringhurst

2. Course/Content/Grade:

Math1st Grade

ule/Topic:

Topic 3-3

4. Plan Duration:

30 minutes

ard(s):

1.0A6

6. Objective(s):

Students will be able to understand

recognize number 10 can be repre
as two parts.

ocabulary:

(part), (sum),

8. Inter-Disciplinary Connections:

Chinese Vocabulary regarding fruit

animals, colors

or Student Learning:

gy Integration:
plicable)

Teacher Use:

Students will be able to write the parts to make ten on worksheet at the end of the lesson.

smartboard, white board

Content Specific Additions

Student Use:

Smart board, ten frame boards and do

worksheet,

Students will be able to use ten frame manipulative and drawing to show what are two parts to make t

13. Lesson Sequence

(What You Do When: Including Explicit
Instruction/Guided Inquiry)

14.
DOK
Level

15. Grouping and Scaffolding

Structures (including interventions
for diverse learners)

16. Engagement & Checking for Under

(OTRs: What will students be say
writing, reading & doing)

1. Spiral review of the number on ten frame cards.

Partner talk, whole group

response

1. After partner talk, teacher use stic

call on random students to answe
2. Other students will use thumbs up
thumbs down to show if the answ
given out correct. (Immediate fee
whole class)

anning Template

Focusing activity: teacher repeats placing

different set of red and yellow circles on ten
frames and count with students without just
count red circles or yellows circles to help
student observe each time the red and yellow
circles are not the same numbers, it
demonstrate of different ways to make ten.
Ask students what have they seen the different
on the ten frame.
Teacher demonstrates using counter with red
and yellow to model counting red and yellow
parts.
Use different 10 frames pattern, which showed
ten on the charts with different numbers of red
and yellow counters to help students identify
whole, and two parts.
Allow students follow teacher to do oral
practice vocabulary by saying parts, and whole.
Teacher put couple red counters, allow
students come up to put the yellow counters
on smart board.
Rotate with fruit and animal in the questions to
help students related with real world
problems.

Whole class, group, partner

talking, individual respond, Coral
response

1. Group observation then teacher a

individual to raise hand give answ
2. Students talk to partner to answe
3. Individual response for whole clas
discussion of their observation on
frames.
4 Students demonstrate make ten o
board
5 Students coral response to echo
pronunciation and practice new m
vocabulary.

1.

Whole group
Partner

Partner activity to record different wa

making ten.

2.

Teacher model with threw one dice, the

number on the dice represent red,
students put the red counters on the ten
frame board, then they need to find out
the other part of ten with yellow counters.
They will be able to write down 10 is ____
and ____.
Pair two students up to play make the ten

anning Template
game, and record the result
Students do 3-3 making ten worksheet

ecting on their learning

feedback on their
g to the teacher)

to students:
iding feedback to
heir learning and

Individual student work

Student working on worksheet to dem

their understanding of different ways
making ten.

Student will be able to record their result of making ten on making ten activity, and they will be able to do math wo
indecently to demonstrate their understanding of find out two parts to make ten.

Immediate feedback will be given during instruction time, partner talk, and activity based on students
responses. Extra help with lower level students is provided when they are working on worksheet and
frame game.

anning Template

an Reflection Questions

students ready for this lesson? Which data support this?

able to make ten in variety ways.

he instructional objective met? How do I know students learned what was intended?

hey were be able to participate both on making ten actives with partners and in writing different ways in making ten on recording shee
heet.

the students productively engaged? How do I know?

they were in the making ten activity and they were able to write it down the different ways in making ten.

my instructional plan as I taught the lesson? How and why?

ger support activity for another class to support the low students to be familiar with making tens. By using ten fingers, and bent
ngers to represent the other part to help low level students to visualize how to make ten.

e opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

th the lesson plan, most of the students grab the concept very easy and I will add in the finger support in teaching to help lower level grou
the concepts to other students.

udents ready to move on? If yes, how do I know? If not, what adjustments/re-teaching do I need to make to ensure student underst
finished product of recording sheet and worksheet.