Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

Standard(s) : (no more than 2-3 standards)

CCSS.MATH.CONTENT.NY K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by drawing or equation. Also NY K.CC.4 The secondary standard is KSL6: Express thoughts, feelings, and ideas.

Lesson Objective(s): What will students know or be able to do by the end of the lesson?

· Students will show more than one way to make 5 by using two-color counters. 

· Students will be able to interpret and explain how to make 5.

· Students will understand the concepts to make 5 by two different groups by using worksheets.

· Students will be able to apply and use appropriate vocabulary, for addition for making five by answering the questions providing by the teacher.

Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon?

K.CC.1 – Count to 20

NY-K.CC.3 – Understand the relationship between numbers and quantities to 10; connect count to cardinality

Listening.

Comprehension.

Knowledge of numbers.

Counting

Assessments: How will you measure progress towards the objective? What criteria will you use?

I will:

• Observe students’ assess their understanding of the lesson content.

• Support students who are not understanding clear (counting together with them).

• Observe students if they are able to make different ways to make 5 and find the total amount.

Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful?

I can adapt the content in order for students to be successful by

– Using a 5-frame with a small icon in each corner in place of a hand as the vocabulary may present challenges

Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc.

· Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume 1

· I Can Say My Number Pairs 5 | Math Song for Kids | Number Bonds | Jack Hartmann https://www.youtube.com/watch?v=zija7aVmziY

· Math Board

· Markers

· Worksheets

· Pencils

· Crayons

· Two-color counter

· Index cards

Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

First Five: (5 minutes)

· How will students enter the classroom and get prepared to learn?

· What initial task will students perform that aligns to the objective(s)? How will you review it?

Teacher Actions

Student Actions

• Tell students they will be learning today how to make 5 in different ways

• Remember for learners how to show the numbers of things: by hand or by mouth (just say).

• Ask students to show the same number as the number of flowers by their hands.

• Ask students to show the same number as the number of windows by hands

· Ask students to show the same number as the number of tables

• Listening the lesson introduction

• Show number 3 by their fingers

• Answer the question by showing the number 2 by their hands

• Answering the question by showing the number 1 by their hands

Introduction of New Material: (10 minutes)

· How will you build upon the skills/content of recent lessons?

· How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry)?

· What will students be doing to process this information?

Teacher Actions

Student Actions

· Tell students: “Today we will show the different ways to make 5 using counters”

• Echo count from 1–5.

• Watching the video “Number Pair 5”

• Ask students to showing, by their hands, different ways to make 5

· Listening the teacher

· Echo count from 1-10

· Watching the video

· Repeat after the video’s guy different ways for making 5 by their hands

Guided Practice: (5 minutes)

· How will you know that students are ready to begin working independently? How will you gather that data?

· What will you do if students are confused or misunderstand?

· What directions will you give to students for independent practice?

Teacher Actions

Student Actions

• Give the students index cards

• Explain how to use index card to show how many things students can see on the smart board

• Ask the students: “How many chairs are there?”

• Ask the students: “How many doors are there?”

· Explain the students how to practice in workbook

· Ask students: “how many daisies are there?”,

· Students will take the index cards

· Students will show yellow square or blue circle on the index card depends of the question

· Students will listen the explanation how to practice independently

· Answer the questions.

· Count together with the teacher.

Independent Practice: (25-30 minutes)

· What responses do you expect to see from students? Which misconceptions do you anticipate?

· How will you assess the quality of student work? ( rubric, checklist, etc.) How will you gather data?

· How will you elicit and coach student thinking? How will you support students who struggle?

Teacher Actions

Student Actions

· Ask students to take their sits at the tables.

· Ask students to open the workbooks on page 55.

· Walk around the tables and observed how the students work independently.

· Ask student questions: “How many daises are there?”, “How many did you color yellow?”, “How many did you color red?”

· Counting with student together if they need it.

· Take their sits

· Open the workbooks

· Work independently on exercises

· Answer the questions

· Counting together with the teacher

Last Five: (5 minutes)

· How will you assess learning?

· How will you students summarize what they have learned?

· How will students prepare to transition to a new subject or class?

Teacher Actions

Student Actions

• Use the practice and homework pages to provide children with more practice of the concepts and skills presented in this lesson.

• Give other examples how to make 5 in different ways

• Encourage children to use their Math Journals to record their answers

• Homework

• Practice at home

• Repeat the topic next day

Student Work Sample

What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?

What does the student’s work demonstrate about his/her understanding of the task?

What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standard?

Student A

Student B

Student C

Student D

Student E