Lesson Plan

Rachel Mixtacki

SPE 612

October 29, 2014

Lesson Topic: Math Intervention: Ten Frame-Partners of Ten

Grade level: 1st

Total Time: ~30 minutes (1:00-1:30)

Learning Goal:
(Content
Standard/Common
Core)

# Students: ~24

CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example,
subtract 10 - 8 by finding the number that makes 10 when added to 8.
CCSS.MATH.CONTENT.1.OA.D.7- Understand the meaning of the
equal sign, and determine if equations involving addition and subtraction
are true or false. For example, which of the following equations are true
and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.MATH.CONTENT.1.OA.D.8- Determine the unknown whole
number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Target Goal or Skill:

Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)

Disabilities/Diverse
Needs Represented

Students should be able to make partners of ten and recognize the

ten-frame as a strategy to helping them make the partners of ten.
-Can students identify a partner of ten?
-Can students add two numbers together to get ten?
-Why do we need to know out addition facts?
-What are partners of 10? What is the sum of a partner of ten
equations?
Students will be able to identify two numbers that equal ten with
help of the ten-frame math strategy.
Formative Assessment: Can students come up with 3-5 partners of
ten on their own? This will be shown on the worksheet that they
get. We can do a few together
Summative Assessment: Will students know the partners of tens
when they are tested next on them? There is not summative
assessment for this lesson but when they are tested next on their
math benchmarks will they pass and move on to the next
intervention.
There were no children with disabilities in this group represented.
But different learning styles were represented; short discussion, a
hands-on activity, and a worksheet to complete.

Student
Accommodations and/or
Modifications

There were not direct modifications made but there was a hands on
activity to meet the needs of children and

Instructional Procedures

Students will be traveling to stations and they will rotate through 2

(including specific times)

Introduction:
(including motivational
hook where applicable)

Learning Activities:

different activities. There are 4 stations up but if time does not

allow for all students to go to all of them we will do it the next day.
I will have small groups meeting with me and the other groups will
be off on their own doing their own math activity on iPad, blocks
making 10 or Promethean Board that is a game relating to the small
group activity http://www.coolmath4kids.com/addition/math-lines10.html
1:00 -Introduce kids to four stations, group them, send them off to
work
1:05 -Group 1: has a couple minutes of hands on exploring
-Quick review of 10-frame and partners of 10.
-Work sheet and exploring partners of ten
-Relate the 10 frame to handsstudents should always know
they have 5 fingers on each hand as much as they should know that
there are 5 dots on each side of a 10 frame.
Group 2: iPads Dream Box
Group 3: Promethean Board
http://www.coolmath4kids.com/addition/math-lines-10.html
Group 4: Connector blocks to make groups of ten and count
by tens

Closure:

1:15 Group 1: Heads to iPads Dream Box

Group 2: Goes to Promethean Board
Group 3: Connector block
Group 4: Comes to meRepeat lesson above
Within my small group that I am working on there will be a short
closing of partners of ten. We will pick up with these groups next
intervention time.

Academic Language
Language Demands
(see Handout)

1:30ish *Have students clean up activity

Partners of tens, sum, number sentence, addition, ten frame, count
on, equal, equation
Function: Comparing and analyzing the partners of tens
Vocabulary: Partners of tens, sum, number sentence, addition, ten
frame, count on, equal, equation
Syntax: Visuals and fill in the blanks
Discourse: Small group, teacher and student interactive discussion
with questions.

5 Questions (Blooms)

-What is a partner of ten? [Level 1]

-Can you list 3-5 partners of ten equations? [Level 1]
-How would you show a partner of ten? [Level 1]
-Can you illustrate a partner of ten with

help of manipulatives? [Level 2]

-Can you identify all partners of ten? [Level 3]

Curriculum (APA)

Did not follow a specific curriculum workbook, I found the idea

using Pinterest ideas and used what I knew that they talked about in
Everyday Math; The University of Chicago Mathematics Project,
Volume 1.

Materials

-Egg Cartons
-Pompoms-2 colors
-Crayons-2 colors
-Pencils
-Computers/ iPads
-Promethean Board
-Worksheet

Notes

Students have been working in their math interventions on making

10s. Students are familiar with ten frames but need more work and
focus.