February 5, 2011

MC2 LIFT Research Lesson Template

Grade Level: K Date: Feb. 26, 2013 Instructor: Nicole Coca/Glenda McShannon # of Students: 23/21 Class Time: 8:30 am and 1:30 pm Class Type (check one): Location: Monte Vista/Loma Heights Elementary Regular SPED Context: (Describe social/ cultural context of school) Both elementary campuses are funded by Title I, meaning high numbers of children are from low-income families. The afternoon classroom is an inclusion classroom, while the morning classroom is a regular education classroom with some identified Sped students. I. Goals: A. Overarching Goal: (What kind of people do you want your students to be?) "All students, meaning students with diverse learning needs, engage confidently in solving problems by self-selecting strategies and tools to find solutions, and communicate their mathematics thinking and reasoning with each other."

Bilingual/ESL

Other

B. Mathematics Process Goal: (What kind of mathematical thinkers do you want your students to be?) Students will become critical thinkers and communicate their thinking and reasoning with others verbally and with pictures, numbers, and words.

C. Math Content Goals: (What are your math goals for your students as a result of doing this unit?) Students will be able to decompose numbers from 1 to 10 in more than one way.

D. Research Lesson Goal: (How does this research lesson fit with the other goals? What do you want to learn about your students from this research lesson?) _______________________________________________________________________________________
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How do students decompose numbers less than or equal to 10 into pairs in more than one way? II. Description of math content learning goal: (1 to 2 sentences) CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

A. Sample mathematical mapping template of your lesson (Idea influenced by the work of Liping Ma):

Lesson Strand Operations and Algebraic Thinking

Comparing one, two more, one two less

Lesson Focus

Part part whole

Subitizing see and say the numbers without counting

Counting accurately

Number recognition

Recognize a number and hold it in their head see and say 5 Cardinality last number names the set

B. What evidence will you collect to assess students learning of the target? Exit Tickets in which students will be given a number to decompose.

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III. Description of the Research Lesson

Launch: 1. Building a context for the lesson (Connecting to meaningful things or previous lesson): The teacher will begin by building some background and introducing the domino: Hand one student a domino, and ask the class, What is ------holding? What is a domino? What do you notice about the dots? What do the dots tell you? Why do we look at the dots? Have the students Think/Pair/Share about a domino. Put the domino under the doc camera. There are two sides on a domino. Place a few under the document camera, making sure one of them is 0) What is the same about the dominos? What is different? Again have students Think/Pair/Share the similarities and differences. State/Share learning target to students by reading aloud and discussing vocabulary: Learning Target: How do you decompose a number into 2 smaller numbers? (Use a cube tower to model decompose as a form of TPR) Share/state the critieria for success: How do we know we met our learning target? (objective/goal) This is how we will know. We will show two ways to decompose a number. Essential Vocabulary domino dots sort decompose

2. Laying the framework for the learning experience (Introduce research lesson to students): Model playing the game using the document camera. We are going to do a domino activity with a partner. Call up a student to model sorting the dominos on the mat first (Sorting only 0 7). We will begin by sorting our dominos by matching the dots on the dominos to a number on our mat. Take turns with the student picking a domino, and sorting it on the mat. Tell the students that as they sort, their partner will double-check their choice and agree or disagree. (Sentence Frame: Do you agree? Why or why not? Once you sort all your dominos, you are going to turn them all over. (Model doing this) *Move to first explore of sorting (See Explore A below) Launch 2: Now, we will begin to decompose (TPR) numbers using dominos. I have a domino in my pocket. (put domino in pocket) I want you to help me figure out what the domino could look like if there is 6 dots on my domino. You will now be given a recording sheet to decompose (TPR) 6. Show them the recording sheet and model using the number 4. Call up a different student helper. I have a domino that equals 4 under this cup. Lets see what it could look like. We can figure this out by decomposing (TPR) the number 4. My partner and I will decompose 4 and record the dots onto these blank dominos. Ask your partner/student How can you decompose 4 into 2 numbers? (If they respond yes let them share. If not, challenge them to think about how many dots they would want on each side of their domino to make 4. If they do not know, have class _______________________________________________________________________________________
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think about it and share their ideas. Then model drawing the dots onto the domino. Ad lib as you go.) We just found one way decompose (TPR) the number 4. I am going to ask my partner, How do you know that you decomposed 4? Have your partner model by asking you. Then respond I know because ____ and ____ make 4, and I double checked by counting all the dots. If you are not sure you are correct, or if you and your partner do not agree or get stuck, you can check your work by turning over the dominos on your mat on the 4 column to see if 1 of them matches yours. Now we will record the numbers that make 4 by writing the number underneath the dots. (Repeat with another student, again finding a combination of 4, and if time permits, another student as well.)\ Lets look under the cup, and see if one of our combinations match the domino. (Turn over cup, examine and match domino to one of the combinations.)
Possible Student Questions or Misconceptions Possible Teacher Questions/ Strategies/ Responses *Model What do students need to know/be doing to successfully engage in this part of the lesson? Observed Lesson Data

counting *Counting, number strategies for sorting recognition to 10 dominos (see it/say it, subitizing for numbers 5 or less, counting on, or ___ = ____ and ____.) Explore: Engaging students with concepts (Exploring, Investigating, Problem Solving): 15 20 minutes Explore A: * Place students into pairs using prepared partner lists, pass out mats and sets of dominos. Students will begin the Explore by working with a partner to sort their dominos. They will turn them all over when they are finished. Explore B: **Students will work with their partner to decompose the number 6. After they have recorded at least 2 combinations for their number, the teacher will pass out a large paper domino for them to record one of the combinations they came up with for their number. This will be used in the share time later. While they work: *Walk around and observe their conversations, see their work, and pre-select 4 pairs of students you want to share in the summary. If a pair has an incorrect representation, select them as one of the pairs to share.
Possible Student Questions or Misconceptions Possible Teacher Questions/ Strategies/ Responses What do students need to know/be doing to successfully engage in this part of the lesson? Observed Lesson Data

*Students may count wrong, and have the wrong domino on the wrong number column on their mat. *Students may only count one side of the domino.

*Quick check for time/pacing (Thumbs up if you and your partner have sorted all your dominos?) *For struggling students, only give them dominos 05. (Educational Assistant

*Number recognition, strong 1 to 1 correspondence, & how to work cooperatively. **Part part- whole relationship

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**Students may record incorrect ways to decompose. **Students may record their representations on 1 side of the domino, or two ways to decompose on 1 domino. Hard to ask each other a question

will work with them) *How can you prove/know that your domino is on the correct number? **Give pairs another number if they finish quickly (7). **Are there any other ways to decompose ____? Teacher check-in What do you have to ask your partner? Post sentence frames.

Sharing ideas/solutions (Whole group, small group, written): Get students attention and call them up a table at a time to add their domino to the chart. (Mark dominos of students that will be sharing) We are now going to have a few pairs of students share how they decomposed the number 6. Students will share their thinking and explain the different ways they decomposed. If they have an incorrect representation, ask questions to prompt them to explain their answer. After all pairs have shared, teachers will reveal the dominos in their pocket and compare them to chart with student dominos. Did any of your dominos match the one in my pocket?
Possible Student Questions or Misconceptions Possible Teacher Questions/ Strategies/ Responses What do students need to know/be doing to successfully engage in this part of the lesson? Observed Lesson Data

*Chart students representations on a poster for the entire class to see. (flip tablet) *Explain how you decomposed 6?

*Record representations for their given number *Be able to explain their representations.

Summarizing (Gathering Evidence How will you know students met the learning goal?): *Revisit Learning target and evidence of success. Our learning target asked, How do you decompose (TPR) a number into 2 smaller numbers? and we had to find at least two ways to decompose a number. Did we meet this goal? How do we know? *Refer to chart of different domino representations shared by students. Now I am going to put a different domino in my pocket. What could it look like if it has 8 dots? I want you to think about it, and record it on this piece of paper. I want you to work on this all by yourself. Do not look at your partners work. *Pass out Exit Tickets and collect when students are finished.
Possible Student Questions or Misconceptions Possible Teacher Questions/ Strategies/ Responses What do students need to know/be doing to successfully engage in this part of the lesson? Observed Lesson Data

*Students who did not grasp the concept will not know what strategies to

*Prepare exit ticket with blanks for students to write in representations.

*Students need to understand what it means to decompose.

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use in order to decompose 8.

*E.A. will do exit tickets with small group using a domino with only 3 dots. *Sorting mats are still available to students who may need them.

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February 5, 2011 Large Blank Dominos for Partner recording during Summary

Decomposing Recording Sheet

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4 =
_____

_____

4 =
+

_____

_____

4 =
_____

_____

6 =
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_____

_____

6 =
_____

_____

6 =
_____

_____

7 =
_____

_____

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7 =
_____

_____

7 =
8=
____ + ____

8=
____ + ____

_____

_____

Exit Tickets
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8=
____ + ____

8=
____ + ____

8=
____ + ____

8=
____ + ____

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February 5, 2011

Kindergarten Lesson Study Decomposing Numbers

Nicole Coca Melissa Gilbert Glenda McShannon

Section 1 - Introduction: As a group of four Kindergarten teachers, we participated in a lesson study in order to deepen our understanding of a mathematics lesson. This process proved to be an eye opener and allowed us to pinpoint our own misconceptions. Our Kindergarten team chose to focus on the CCSS Math Content K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). This _______________________________________________________________________________________
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standard was a new addition to the kindergarten curriculum since it hadnt been covered in the NM Standards and benchmarks that had previously driven our curriculum. Our team decided to find a lesson outside of the Investigations curriculum since our district will be adopting a new math program for the following school year. Lessons from Envision, Go Math and Georgia math were all contenders. As we examined lessons from these three math programs we kept in mind our overarching goal: All students, meaning students with diverse learning needs, engage confidently in solving problems by self-selecting strategies and tools to find solutions, and communicate their mathematics thinking and reasoning with each other. Ultimately a lesson from Georgia math was selected. We felt that it was important for students to become critical thinkers and communicate their thinking and reasoning with others verbally and with pictures, numbers and words while their methods of decomposing numbers less than or equal to 10 were also being looked at. This lesson was implemented twice, in two different kindergarten classrooms, at two different elementary schools. In the morning the lesson was taught in a class of 23 students, four students receive services for speech and language impairments. Of these four, one student is a C level special education student and receives services outside of the classroom. The school has 68% of the population receiving free or reduced lunch. In the afternoon the lesson was taught in an inclusion classroom of 21 students, four receive special education services. Two students have speech and language impairments, one is legally blind and another is emotionally disturbed. The school has 85.2% of the population qualifying to receive free or reduced lunch. Section 2 Mathematics Learning: By examining how different students learn about decomposing numbers, our group of teachers had some powerful learning. Students have a tendency to imitate what teachers model. For example, in the first lesson the teacher modeled counting the dots on the dominos and the students did the same when they determined the total dots on their dominos in the sorting portion of the lesson. In the second lesson the _______________________________________________________________________________________
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teacher modeled the strategy of see it, say it (the concept of subitizing) and students were more comfortable determining the total number without counting each individual dot. It is important that students are exposed to various strategies for determining amounts prior to this lesson on decomposing numbers. Students should be familiar with counting on strategies, and subitizing (being able to determine the amount of objects presented at a glance). When students were asked to decompose certain numbers some relied on the sorting mat and some used what they already knew about a number (ex. 3 and 3 make 6). Other students drew dots on one side of their paper domino and then figured out how many remaining dots they needed to draw on the other side. In order for students to demonstrate a robust understanding of decomposing numbers, they would need to know that numbers can be decomposed into two smaller numbers in more than one way. (ex. 5 can be decomposed into 4 and 1 as well as 2 and 3). Students would have to possess strong number concepts in order to use strategies to break apart these numbers. Prior to teaching this lesson the kindergarten classrooms had been working on many concepts. Among them were counting, keeping track, recording numbers, and adding numbers with sums up to 10. The lesson on decomposing numbers was building on the students knowledge of numbers and the quantity they represent, as well as addition being parts that make a whole. It also built upon writing equations, cooperative learning and communicating their mathematical thinking to peers. With decomposing, students were now presented with a whole number and then being asked to find its parts. Extensions to the lesson were carried out in three of the classrooms and they involved using a tower/wand of cubes for students to physically practice decomposing a number into two parts. Once students were comfortable using these towers/wands they were then asked to record the ways they decomposed numbers. When looking at the misconceptions connected to the lesson, the misconceptions were actually demonstrated by the teachers. In the first lesson the word combination was used frequently and took the place of decomposing. During the debriefing the teachers realized that by using the word combination, students were actually encouraged to compose, make numbers, rather than decompose, break them apart. _______________________________________________________________________________________
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Another teacher misconception was in the way the equations and the sorting mat were presented. In order for students to better understand that they are starting with a whole and breaking the number into parts, the sorting mat should look like this:

10

By having the numbers on top it allows the students to visualize that they are in fact breaking a whole number apart. In the mats used in the lessons the students werent able to make that connection since the numbers were located on the bottom of the box and implied that students were combining parts to make a whole. Example of the mats used in the lesson:

10

Another change that was made involved the way the students were presented with equations. In the morning lesson the recording form asked students to record using this format ___ + ___= 6. The revised forms asked students to record using 6 = ___ + ___.

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At the conclusion of the lesson the students were provided with Exit Tickets as a way for us to check for understanding and to see if the goals of the lesson were met. These Exit tickets contained a blank domino template for the students to fill in with dots on each side of the domino, representing what a domino with 8 dots might look like. It also provided blanks for the students to write in the numbers to match their representation (See figure 1). We collected these Exit tickets and examined them to see if the lesson was successful as well as what misconceptions the students had, and we were able to reflect on how we could use this information to help improve and modify the lesson before implementing it in the second classroom in the afternoon. After learning from our misconception about how the word decompose was presented and represented, we did modify the Exit Ticket for the lesson in the afternoon (See Figure 2).
Figure 1 Sample Exit Tickets from the first lesson Figure 2 Modified Exit Ticket for the second lesson

8 =
___ + ___

Another insight gained from the first lesson taught in the morning was that, since students had their sorting mats available as a resource with different ways to represent numbers decomposed into pairs, many students utilized them to record answers for their Exit Ticket, rather then having to figure out how to decompose the number on their own. Because of this, the Exit Tickets were not an accurate depiction of the overall class understanding of the lessons learning target. The afternoon lesson Exit Tickets were a better depiction, given that the students were not instructed to use the soring mats as a resource to help the students decompose different numbers; therefore, when filling out the Exit Tickets, the afternoon class did not use the sorting mats as a resource. This gave us a more accurate representation of the class _______________________________________________________________________________________
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understanding of the concept. We did feel that the lesson was a great introduction to the concept of decomposing numbers into pairs; however, we believe it is necessary to have follow-up lessons in order to provide multiple opportunities for students to practice decomposing numbers and really become proficient in this standard. Having participated in this lesson study and really unpacking this standard on decomposing numbers, we have developed a better understanding of what students need in order to be successful with this concept and in their mathematical thinking. In order for students to fully comprehend that numbers can be decomposed, students need to understand numbers and what they represent. They should have a strong foundation in number sense, which includes students being exposed to different ways of seeing and representing numbers. If students are given opportunities to see numbers in different patterns, and build number relationships, they will have a basis for this standard. Also, strategies such as counting on and an understanding of part-part-whole relationships are great tools to support the concept of decomposing. These early number sense concepts are the basis for all the standards in the domain of Operations and Algebraic Thinking in kindergarten, and support mathematical learning for students as they progress in this domain vertically throughout the grade levels. Unpacking this standard on decomposing numbers has really highlighted the importance of understanding math vocabulary as a teacher, before sharing it with your students. The first lesson taught in the morning was designed in a way that students would be finding combinations of a number or different ways to represent a number. After implementing the first lesson we realized that we were having the students compose rather than decompose or break apart a number. By having the recording sheets and Exit Tickets set up with the numbers or combination preceding the total amount, the students were actually composing. Because of this, we were not staying true to the standard or giving students an accurate understanding of what it means to decompose. By modifying the recording sheets and Exit Tickets to show the total amount first, followed by the numbers, we provided an accurate representation of _______________________________________________________________________________________
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decomposing. We also discontinued the use of vocabulary such as combinations, which lent itself to composing. This realization also led to a wonderful reflection process in which we discussed other activities that would support this concept of decomposing rather than composing and would enhance the mathematical learning of the concept. Section 3 - Instructional Strategies: Our group used a variety of instructional strategies to enable our kindergarten students to be successful. One of the strategies used was going over the learning target and criteria for success so our students would understand the goal of our lesson. We also introduced and reviewed vocabulary to help our students comprehend the activities. For example, we introduced the word decompose with a total physical response (TPR) to enable our students to understand this words meaning. Since the majority of our students had not used dominos we felt it was necessary to provide them with the opportunity to discuss and explore using these manipulatives before engaging in decomposing numbers. With a student partner we modeled using the strategies of see it, say it and counting on to encourage our students to not just count but add numbers. Another strategy was utilizing two launches (introductions) in order to avoid giving our kindergarten students too much information at once, causing them to not be able to follow the directions that were presented. To ensure cooperative learning, we placed our students into strategic pairs that were purposefully grouped to eliminate frustration and provide an optimum learning opportunity. Our students were allowed to respond several different ways. For example, our students not only wrote the numbers and equations but represented the numbers by drawing dots on domino shapes. An equity strategy we utilized was providing dominos and mats for students who needed this tool as a resource. After conducting our first lesson in the morning our group made a number of changes to improve our lesson plan. As mentioned earlier, after our debriefing session we became aware that in our first lesson we were not teaching decomposing but composing. This resulted in the changes in the lesson that were shared _______________________________________________________________________________________
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earlier. Lastly, our first lesson was very long and our students struggled maintaining focus for this length of time thus had difficulty engaging during the summary. To address this issue, we reduced the amount of time students spent sorting by removing some of the dominos. To engage and peak our students interest and to sustain it during our lesson we used an assortment of instructional strategies. Our lesson was designed to be a problem solving activity which challenged our students to determine which domino the teacher might have in their pocket. We engaged our students throughout the lesson by constant use of TPR (Total Physical Response) and having them work with a partner. Also, we used a hands-on material, dominos, which our students could manipulate. In addition, we had our students responded by both drawing representations and writing numbers and equations. To encourage student-to-student communication during our lesson we had them work with a partner while using a sentence frame, Do you agree? To monitor the students understanding during the lesson the teacher went around and asked students questions about their work and written responses. We closed the lesson with a summary, which consisted of placing a large domino to demonstrate one way to decompose. An exit card was also completed.

Conclusion: The lesson study process provided us with a deeper insight on the concept of decomposing numbers. Many times as educators, we present a lesson without taking the time to critically examine the misconceptions that may arise within ourselves, or the students we teach. This process allowed us to not only recognize these misconceptions, but tackle them head on. We were aware of our instructional strategies and were able to use them to encourage students to have conversations about mathematics throughout the lesson. The debriefing held between the morning and afternoon lessons allowed us to truly see what worked and what needed modifications. It is rare that educators are able to fully digest what went well or what did _______________________________________________________________________________________
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not during lessons. It is also rare that they get to discuss this in depth with their colleagues. This process would be beneficial for fellow educators in order to have meaningful conversations about mathematics education. Just as we encourage our students to participate in these types of conversations we as educators can use each other as a resource to deepen our own knowledge of math concepts.

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