Janet Xie

Lesson Redesign - TPACK & Creative Problem Solving Project

Grade level/target audience Kindergarten
Lesson objectives - List what students will learn/know/be able to do as a result of the lesson.
(Use Blooms revised taxonomy as needed) Students will be able to decompose a quantity
into two parts in different ways. Students will be able to use virtual manipulatives to show
how the number 6 can be made up of 2 parts. Students will be able to write a math
equation that narrates the decomposition.
Timeframe - Give an approximation of how long (e.g., minutes, hours, days - if applicable) the
lesson will last. 20 minutes
Description of learning activities - Describe the tasks that the students will do, and what you will
do if what you will do is relevant beyond facilitating the activity(ies). (There should be enough
description of the learning tasks so I would know what to expect to see if I observed the lesson
and what students will actively do and produce.) Introduce the lesson by reviewing numbers.
Ask students, Can we use other numbers to make the number 6? Have students share
ideas on how numbers can make another number. Model the use of the virtual
manipulatives (2 sided counters and teen frame). Allow a student to come up to the
Promethean board to show the first part of the number 6 (i.e. the number 2). Student
should move the 2 red counters on the ten frame. Ask another student to determine the
second part of the number 6 (i.e. the number 4). Allow student to move 4 yellow counters to
ten frame. Ask the class what is the whole number (how many counters are there
altogether?). Relate the part-part-whole in relation to the ten frame with the 2 sided
counters. Ask students to help complete the math equation with the use of the 2 sided red
and yellow counters on the ten frame. Ask: how many red counters are there? How yellow
counters are on the ten frame? How many counters are there altogether? How did we
decompose the number 6? Have student explain their thinking when coming up with the
different combinations. Allow students to work in small groups to use the virtual
manipulatives to find different combinations of 6.
Extension- Allow students to use the virtual grid to create different combination of 6. The
grid will allow students to creatively show a visual representation of 6. Students can show
the combination in more than 2 parts. For example, students can create a combination of 2
squares with 1 square with 3 squares.
Enrichment- Students who have already mastered the decomposition of numbers up to 10
into 2 parts can apply the skill to higher numbers.
Description of assessment - State how you intend to assess students product/grasp of the lesson
objectives. Do not create an assessment.
Observe students on the following:
How did students collaborate with the use of virtual manipulatives?
 Were students able to logically explain how they made the number 6?
Did students relate the virtual manipulatives to the math equation?
Were students able to relate both equations (i.e. 2 + 4 = 6 and 6 = 2 + 4)?
Did students repeat combinations (i.e. 2 + 4 = 6 and 4 + 2 = 6)?
Were students able to show all combinations of 6?
Would students be able to show combination of numbers higher than 6?
What combination of 6 did they student make? How many parts did they decompose?

Original Lesson from MCPS curriculum

Activity 1, Math Workshop: More Counting, Arranging, and Recording: Engage students in
Quick Images in Pairs, Toss the Chips, Arrangements of 5 to 10 Tiles, and Counting Jar.
Formative Assessment: During Math Workshop, circulate to gather anecdotal data or pull
students individually:
o How does the student figure out the combinations?
o How does the student make sense of and analyze the visual images of quantities?
o Can the student build an accurate copy?
o Does the student understand that the parts together (number of red and yellow) is equivalent
to the whole (number of tiles)?
o Can the student use numbers to record?
o Does the student create arrangements using the correct number of tiles?
o Does the student create more than one solution independently?
o How does the student name and describe arrangements?
o Can the student accurately record solutions on grid paper?
o Does the student use the idea of one more or counting on in Counting Jar?
o How does the student record findings in Counting Jar?
Activity 2, Tossing Six Chips Use student work to discuss different ways to decompose 6.
Activity 3, Practice: Use Student Math Handbook Flip Chart Five Tiles (page 27) and Ways to
Make 6 (page 28) to reinforce concepts of representing numbers in different ways. Making 4
and 5 and Making 6 and 7 provide additional practice with decomposing numbers into two
parts.

Ask: How does sharing ways to break apart 6 help you find all the different ways to break 6 into
two parts?
Reflection
Write a reflection on your choice of technology tool with respect to the components of the
TPACK model and the targeted C. Think about how the content of your lesson, the pedagogy of
the students learning task, and the technology work together to support creative problem
solving. Your reflection should be limited to 1 page (double-spaced) and may include other
aspects you find relevant to your lesson and TPACK (e.g., other Cs, differentiation, value
added).
TPACK Technology- virtual manipulatives (counters, ten frames, square grids) on the

Promethean board. Pedagogy- demonstration (modeling from the teacher), learner-

centered/active learning (students use manipulatives to show decomposition), collaboration

(working in small groups to share ideas), and creative problem solving (finding different

combinations of 6). Content Knowledge- addition, decomposition, part-part-whole.

This math lessons allows students to use virtual manipulatives and the Promethean board to solve

decompositions of 6. A grid of squares are used to show visual combinations of 6. Students can

click on each square in fill in with a color. Students fill in the same color of squares for each part

of the whole. For example, the students want to show the combination of 2+2+2 to make 6. So 2

squares will be red, 2 blue square, and 2 yellow squares. Together it makes a block of 6.

With the use of virtual manipulatives, it gives the students visual space to manipulate the

counters and show their plan in decomposition. Different color counters can be added to show

the different parts the students decompose the numbers.

I model the use of the virtual manipulatives. I also scaffold and guide the students in finding

different combinations of 6 by providing examples through think aloud. Students get the

opportunity to individually use the virtual manipulatives and fill in the grids to show

combination of 6. Together with peers, students think different decompositions of 6 in two parts

and combinations of 6. Form most kindergarteners, this will be a new concept. The lesson can be
differentiated for enrichment with the use of higher numbers with the use of a double or triple ten

frame to decompose 20s and 30s. Students who are enriched can decompose higher numbers in

more than 2 parts. They will need to work together and share ideas on how they should

decompose the higher numbers.