Ways To Make 10 Lesson Plan

Name: ​Sarah Heywood​

Grade: 1

Time: ​10 minutes OVERVIEW OF THE LESSON MA Curriculum Frameworks incorporating the Common Core State Standards: ​Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for the unknown number to represent the problem Instructional Objective: ● SWBAT create a list of combinations to make ten using two addends and manipulatives. Assessment:​ Students will work in small teams to complete combinations worksheet. Academic Language Objective: ● SWBAT state number sentences (___+____=10) as they build various combinations. Assessment:​ I will be observing and listening for number sentences as students create their towers. Content: ​This lesson focuses on students’ ability to see 10 in a variety of ways, not just the common ways (ex: 5+5 or 6+4). They will be challenged to make a combination that is different from their teammate, to ensure that they have covered all combinations.

PROCEDURES FOR THE LESSON Opening ​(2 minutes​ : Today we are going to be thinking about all the different ways to make 10 by playing a little game. But first, I want to tell you a story. One day, I decided to make a fruit salad. My favorite fruits are grapes and cherries. So I combined a ton of grapes and a ton of cherries into a bowl and mixed them all up. Then I went to serve myself and I scooped 10 fruits into my bowl. I want you to tell me how many cherries and how many grapes I could have scooped into my bowl if I had ten pieces of fruit in total. Keep one thing in mind, there are many different ways to answer this question.. )​

During​ ​Lesson ​(6 minutes)​: So I want you all to divide yourselves into two teams. Each team has a container of cubes (one color represents each fruit). Decide who will start the game and we will go around in a circle until we can no longer think of any other combinations.

Person 1 will make their combination and say it out loud. For example, they might build 6 cherries and 4 grapes so they would say that out loud and place their cube tower in the center so everyone could see. Person 2 would then make a different combination and say it out loud. This will continue until you believe you have made all the possible combinations to make 10. Note: No combinations can be repeated, however, 6 cherries and 4 grapes is different from 6 grapes and 4 cherries. ● Have students begin the game and work to room to provide any additional assistance and/or encouragement. Closing ​(2 minutes)​: Let’s do a quick share out. Let’s go around and share some combinations that we came up with ● Record combinations on board If time permits: check to see if students notice patterns with the combinations (as one increases the other decreases).

SUPPORTING ALL LEARNERS As you think about supporting all learners, think about the Principles of Universal Design for Learning (UDL), and utilize resources at the following links: UDL​ at a glance: ​http://www.udlcenter.org/resource_library/videos/udlcenter/​udl​#video0 Overview:​http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21 Lesson Plan examples​ ​http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: ​What will you do to ensure success from all students? Specifically students on individual education plans, English language learners (at a variety of English language levels), and students who may need an extended challenge. Highlight all that apply. Grouping Factors Adjust grouping format Seat students strategically near one another Pair students

Content Give additional examples

Materials Write homework list

Student Response Alternate response format (verbal/written)

Graphic organizers Provide alternate reading Provide on-level reading

Use Braille or large print

Give daily progress report Extend time

Use manipulatives Use assistive devices

Give verbal cues to emphasize main ideas Increase number of review activities

Technology

Use interpreter

Give students copy of directions

Give more breaks Allow use of computer

Hand out copies of notes Re-read directions Use page markers

Specific Examples​: Support #1:Use manipulatives: ​Rather than having students come up with a list of number sentences off the top of their heads, they will have the opportunity to use cubes to help them see the combinations and existing patterns. Support #2: Alternative Response format: ​Students are given the opportunity to answer this question orally and they can record their number sentences as a way of keeping track if they would like.

Support #3: Seat Students strategically near one another: ​Students will be working in teams to complete this task. This can be helpful because a student might not be able to think of an additional combination but someone else in the group might be able to think of it.

FINAL DETAILS OF THE LESSON Classroom Management:​ To get students’ attention, I will use the call and response “All hands on top… everybody stop!” Materials: ● Chart Paper ● Markers ● Cubes ● Ways to make 10 handout Follow-up:​ After this lesson, students will be able to notice combination patterns. Students will also begin making combinations for numbers greater than 10.