UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s): First School/Mentor Teacher (if

Lizette Moran Grade applicable): Mrs. Rivas/ Gililland
Elementary

Subject area(s): Unit Lesson Title: Dice to Ten

Math Topic/Theme:
Numbers and
Operations
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
74.4(c)(2)(E) use I.B.1 Perform computations with
1.3.C Compose 10 visual, contextual, real and complex numbers.
with two or more and linguistic VIII.A.1 Analyze given information
addends with and support to enhance
without concrete and confirm
objects understanding of
increasingly
1.3. D Apply basic complex and
fact strategies to add elaborated spoken
and language
subtract within 20, 74.4(c)(3)(E) share
including making 10 information in
and decomposing a cooperative
number leading to a learning
10 interactions
74.4(c)(4)(F) Use
visual and
contextual support
and support from
peers and teachers
to read grade-
appropriate content
area text, enhance
and confirm
understanding, and
develop
vocabulary, grasp
of language
structures, and
background
knowledge needed
to comprehend
increasingly
challenging
languages.
 74.4(c)(5)(F) Write
using a variety of
grade-appropriate
sentence lengths,
patterns, and
connecting words
to combine
phrases, clauses,
and sentences in
increasingly
accurate ways as
more English is
acquired.
Lesson Objective(s)/Performance Outcomes

Given a decomposed equation, the students will be able to identify the

missing number that will make that equation true 85% of the time.

Assessment (Description/Criteria)
Diagnostic: The teacher will check students background knowledge and how
much information they retained by randomly asking students if they know
what goes in the missing space in the equation.
Formative: The teacher will use students Four in a Row bingo board to see if
the students know how to write an equation and to see if they know the
combinations of ten by what they write in their board.
Summative: The teacher will use students Mini Making Ten booklets to see if
the students really do understand how to find the missing number in the
equation, and if they can show it with a picture.

Materials and Resources

Dice, Four in a Row bingo board, pencil, counters, Mini Making Ten booklet,
color pencils, and crayons.
Management of the Instructional Environment
The students that are playing with the dice and are throwing them really hard
will not be able to play with the dice and will be given something different to
do. The students that doing their work and are completing everything will get
a sticker after they are done with the activity. Partners that are goofing
around will be separated and will work by themselves. If the class gets too
loud while playing than the students have to stop what they are doing and
resume when all of them have calmed down.
Technology Integration
n/a
Diversity and Equity (Accommodations, Modifications, Adaptations)
The student with autism will be given a schedule of what we will be doing for
math. The student will only have to do half or more of the Mini Making Ten
booklet. Will be given 5 more minutes to finish the Mini Making Ten booklets.
For the students that dont understand the English language will be able to
ask the teacher or bilingual partner for help and to re-instruct them. The
students with speech problems will be given time to answer the question
asked by the teacher to them.
Activities/Procedures

Anticipatory Set _7-10___ Min Grouping: Whole class

The teacher will start the lesson with asking students if they remember what they did
yesterday in math. The teacher will then take out the rainbow to ten charts and just go
over what they did. The teacher will then check if the students really do remember by
writing an equation with a missing addend and ask a student to tell me what the missing
number that goes in the equation is. After five minutes the teacher will stop the game
and tell the students that today, given a decomposed equation, the students will be able
to identify the missing number that will make that equation true. The teacher will tell the
students that today they will be learning that given a decomposed equation, the
students will be able to identify the missing number that will make that equation true
85% of the time.

Input and Modeling 5-7_ Min Grouping: Whole class

The teacher will tell the students that today they will be working with dice. They will be
given a four in a row bingo chart, counters, and one dice for every partner. The students
will of course, be working with their bilingual partners for this game. Each student will
take turns with their partners to roll the dice. The student whos turn is to roll the dice
and lets say they roll a 4, the students will then have to think of what number when
combined with four will equal to ten. For four the number that equal to ten is a 6, so both
of the students that are bilingual partners will put a counter on a six in the bingo chart.
Then the student will write down the equation that goes with that number, so in this
equation the students will write in the square that says six 4+6=10. The students will
keep rolling the dice until they get four in a row. They can either win horizontally,
vertically, or diagonally.

Guided Practice _20-35__ Min Grouping: Whole class/ Partners

Before starting the game the teacher will tell the students to go to the carpet and make
a big circle. The teacher will use big dices to be able to show the students how to play
the game. The teacher will choose a student from the name cup to be the teachers
partner. The teacher will go first and show what both the teacher and their partner have
to do. Then the students turn is next to roll the dice and see where they are going to put
the counter. The teacher will play a whole game with the student until they get four in a
row. As the teacher and the student is playing the teacher will ask the students what
number do you need to add to the number you rolled to equal to ten? What is another
way we can say that equation that still will equal to ten? After the teacher and the
student wins the game the teacher will let the other students go with their partner and
play the game themselves after passing out all the materials every partner will need.
As the students are playing the game the teacher will look at the students equations
and chart and ask the students what number do they need to roll to be able to put a
counter in 9, and the students will tell me a 1.

Independent Practice _10-15__Min Grouping: Individually

When they are finished with the game and their bingo board has been picked up by the
teacher. The students will still be working in finding the missing number of a
decomposed equation with a mini book they will be given called Making 10. Each
student will write down the number that is missing in the equation, and then the student
will color in the cubes that go with the equation. For example if the equation was
___+8=10 then the students will write down the missing number which is two and then
color in 2 cubes one color and 8 cubes another color.

Closure _5-7__Min Grouping: Whole class

When they are finished with their book the teacher will pick up their mini Making 10
booklet. After that the teacher will ask the students what they have learned. If they can
tell me how many combinations there are when making ten? Can they recite all of the
combinations really fast? If I had __+6=10 (would write this on the board) then what
would be my missing number that makes this equation true? These questions will help
the teacher see if the students really understood the lesson, are able to recite the
combinations of ten fast, and can use different strategies to help them find the missing
number. I would also ask them if they can tell me if with 4+6 does it matter what
number goes first when adding? Would 6+4 and 4+6 give me the same answer?

Reflections and Documentation/Evidence of Lesson Effectiveness

When working with dice I saw some students that didnt want to share with
their partner and wanted to be the one that throws the dice. I had to tell them
if they are not going to share they will not be playing this game and do
something else. Other times I saw some students that were not writing the
equation down in their four in a row bingo board. I had to remind the students
that they had to write the equation down in the board as well so that I can
know they understand the game and are not just putting a counter in any
place. When doing our Mini Making Ten booklets there was less time for us to
finish the booklet so some students didnt get to finish the whole booklet. We
had spent too much time in the Four in a Row bingo board that we didnt get
enough time to really finish the booklet. While go around when the students
were playing the dice game I saw that some students were just writing what
they saw their bilingual partner writing, but when we got to the Mini book I
could easily tell those students that did and did not understand how to find
the missing number to make the equation true. I also saw some student that
did not even try, which are the one that have a harder time grasping new
concepts, which lead me to think that they need more time to understand the
concept.
Students Work: