Name: Kaylie Searight Date Taught: April 6, 2017

Subject: Math: Decomposing Grade Level: 1st Grade

LEARNING OBJECTIVE (4 points)
A (Audience) Given the decomposing numbers worksheet, TSW be able to
decompose a number up to 120 in two different ways, by drawing
B (Behavior)
ones, tens, and/or hundreds in the correct box with 100% accuracy.
C (Condition)
D (Determining Criteria)
E (Ending)
TEKS STANDARDS (2 point)
1.2b) use concrete and pictorial models to compose and decompose numbers up to 120 in more than
one way as so many hundreds, so many tens, and so many ones.

MATERIALS/EQUIPMENT/TECHNOLOGY (4 points)
website link: http://www.abcya.com/base_ten_fun.htm

This game is called Base 10 Fun. It allows the student to pick one of the three; count and write, read
and make, or listen and make. Count and write has the student counting base 10 blocks and typing
the correct number. Read and make has the student reading a number and then making that number
out of base 10 blocks. Listen and make serves the same purpose, but it reads the number aloud for
the student.

Materials for lesson: number pieces in cup, dry erase marker, white paper, marker, construction
paper, base 10 blocks, teacher checklist, glue sticks, worksheet

Materials for extension:

<,>,= chart

Materials for elaboration:

dice roll game
DIFFERENTIATION (8 points)
Product: If I felt the students had easily mastered the lesson, I could incorporate an exit ticket system
for the end of the class time. I would ask students to draw or to write a sentence explaining what they
learned during that particular class time.
Environment: If students had trouble working with a partner or the think pair share was not working, I
would have the students using their own blocks while going over the lesson as a small group instead
of just in pairs.
Content: I would determine if a student was not mastering this content based off the assessment. I
would then pull those students who are not mastering for one on one instruction to reteach the
concept.
Process: The students could use the See, Plan, Do, Reflect strategy. See being that they know the
number. Plan would be if they would use hundreds, tens, and/or ones. Do would have them draw out
or use manipulatives to decompose the number. Represent could be a short sentence or writing out
in expanded form (ex. forty-two).

ACADEMIC VOCABULARY (10 points)

Tier 2: representation, equal
Tier 3: decompose, place value, base ten, ones, tens, hundreds
Each of these vocabulary words will be taught throughout the lesson. Tier 3 words could be on word
wall so student can refer back.

PREINSTRUCTIONAL SET (15 points)

Attention-Getting Strategy https://www.youtube.com/watch?v=Qw9gzmlkgg0

There are different ways to build numbers. Today we are going to

build numbers up to 120.

Student Objective (“By the By the end of this lesson you will be able to decompose numbers in
end of this lesson you will two different ways.
be able to…”)
Purpose of Lesson It is important to be able to understand how to decompose, or break
down, these numbers so you can have a visual picture of what the
numbers represent. It will also be important to know this for when
you get older and become more familiar with larger numbers and
even decimals.
INSTRUCTION (30 points)
Relate to Prior Knowledge Remember that we have already learned each digit in a number
represents, or stands for, a group, and that group is called a place
value. Hold up a ones cube. We know that this represents the ones
place. Hold up a tens strip. We also know that this represents the
tens place. Hold up hundreds block. And this cube of 100 little
ones, represents the hundreds place. We also know that if we took
10 of these ones, we would get 1 ten strip. If we were to take 100 of
these tiny cubes we would get one big hundred block. If we were to
take 10 of these tens, we would also get one big hundred block.
Now that we have reviewed, I am going to show you what we are
going to be doing together as a group. I’m going to draw a number
from the cup and then I am going to decompose it in two different
ways using these cubes. Decomposing means to break down. Pick
number and grab base 10 blocks. The number I picked is___. So
how do I build this number? Draw line with dry erase marker on
Direct Instruction (incl. table and write number on board. Now I’m going to represent this
modeling: “I do”) number using my cubes in two different ways. Then draw on board
to represent it in another way. Once finished count and show
students how each representation equals the number. I’m going
to decompose one more number. Repeat. After two examples,
review what I showed. So I drew my number, decomposed it in two
different ways. I used ones, tens, a hundreds cube. These two
representations equal, or are the same as, ___.
Now that you have seen me decompose 2 numbers in different
ways. We are going to work together to decompose numbers. You
and a partner are going to draw one number from the cup. Once you
have the number you are each going to decompose that number by
Guided Practice (“We do”)
yourself. Once you are both done, you are going to check each
other’s work and compare how both of you represented that number.
Work with the 3rd person. After two numbers, stop everyone and
explain the I do.
Independent Practice Now that I have shown you how to decompose and we have worked
 (“You do”) together to decompose, you are going to be making a decomposing
poster using construction pieces. They look just like the base 10
blocks except they are not 3D. I am going to give you one number
and you will place the pieces down that you think will represent your
number. Once I have checked it, you can glue them down so you
can keep your poster. Be sure to do your best because this is what
is going to show me if you understand how to decompose on your
own. Use checklist to track if student mastered on their own.
 How many groups of ten do you have in your number?
 Does using tens help you count the number more quickly?
Higher Level Questions
 Could you use this many ones to represent a this many tens?
 How many ways did we represent our number?
CLOSURE (objective restated, link to future learning; incl. students) (4 points)
Today you learned how to decompose numbers in two different ways. Someone remind me what
decompose means. Right, decompose means to break down and to find the place value of each digit
in a number. Call on student. If I were to have the number 32, how many tens would I have? Right 3.
Hold up 3 tens. How many ones would I need? Right 2. Hold up 2 ones. You all used the
manipulatives correctly. Everyone’s poster looks great and I can tell that you all have a good
understanding of what it means to decompose numbers. Tomorrow, we are going to take what we
have learned today to start representing numbers by writing them out in expanded form.

LESSON EXTENSION (extend learning deeper) (4 points)

If students master the concept I would build upon their skills of comparing numbers by adding in
greater than, equal to, or less than. I would start by giving them two different numbers, or two of the
same, and have them decompose them by using their base 10 blocks. EX: If the student were to have
42 and 32 I would ask if this one has 4 tens and this one has 3 tens, which number is larger? This
way the student understands the concept of the tens and how adding one more makes the number
larger.

ELABORATION (elaborate further) (4 points)

If I needed to reteach this concept, I would go back to the manipulatives and start over with the
basics. I would go over how one cube represents one, and how ten cubes represent one ten, and ten
tens represent a hundred cube. – If students had a hard time going from the number to the blocks, I
would introduce a game called place value roll. Students roll dice that have different combinations of
base ten blocks, student is to configure the number being represented and is then supposed to write
number down on the chart.

(I would add hundreds)

ASSESSMENT (how you will know students learned the information) (4 points)
Students will be given a decomposing work sheet. They will be given directions to decompose by
drawing 2d base 10 blocks. They will be asked to decompose in two different ways. Each of the two
ways will be worth half the credit of the paper. If student draws correct number of one place value, but
not the other they will receive ½ credit, or 1/3 if they had to use hundreds.

Intensification Strategies (10 points)

1. Modeling: During the I do of the lesson I will show the students how to decompose 2 numbers
in 2 different ways. I will be using the white board and base ten blocks to model to the students
what they are going to be doing during the we do.
2. Manipulatives: Students will be using base 10 blocks which will serve as manipulatives. The
base 10 blocks will help the students visually see the numbers being broken down by place
value.
3. Precise Language: Throughout the lesson I will be sure to use precise language throughout,
such as represent, equal, and decompose. These words will be explained throughout the
lesson and taught as vocabulary words.
4. Repeated Language: Repeated language will tie into precise language in that I will be using
the precise language over and over. It is important for students to hear the same words so that
there is some consistency throughout.
5. Student Explains: During the we do part of the lesson, I will frequently be asking students
questions such as “how many tens did you use for this number?” so they are given a chance to
explain their reasoning behind the work they are showing.
RESOURCES (what resources did you use to plan instruction) (1 point)
http://mrstsfirstgradeclass-jill.blogspot.ca/search?updated-max=2013-04-11T19:32:00-
07:00&max-results=8&start=46&by-date=false

http://missgiraffesclass.blogspot.com/2014/08/place-value-moving-and-new-blog-design.html

Interactive Notebook
 Decomposing Numbers
Directions: Decompose the following number in two different ways by drawing the correct
number of hundreds, tens, and/or ones in each box.

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