CEP Lesson Plan Form

Teacher: Corissa Rosa

School: WAIS Grade Level: Kindergarten Content Area: Math Whole Group

Title: Base Tens Lesson #:_3_ of _4_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Mathematics

Colorado Standard: 2. Composing and decomposing quantity forms the foundation for addition and
subtraction

c. Compose and decompose numbers 11–19 to gain foundations for place value using objects
and drawings.10 (CCSS: K.NBT)

Empower: Mathematics
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using
objects or drawings, and record each composition or decomposition by a drawing or equation (such as
18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five,
six, seven, eight, or nine ones. (CAS: K.1.2.c) (CCSS: K.NBT.1) (TSG 20b.8) (MA.00.K12.07.04) (DOK 2, UN)

Kagan Social Structures: Rally Coach & Shoulder Partners

Understandings: (Big Ideas)

 The numbers 10-20 can be represented using place value concepts like tens and ones

 The numbers 10-20 can be represented using manipulatives like ten rods and one units

Vocabulary to emphasize in hopes of understanding: tens place, ones place, rods, units, place value,
digit, number, building and breaking down numbers

Evidence Outcomes: (Learning Targets)

 I can use math manipulatives to decompose the numbers 11-19 in tens and ones place values

Every student will be able to:

Match the numbers 11-19 with the correct decomposed tens/ones manipulative picture with 90%
accuracy.

List of Assessments: (Write the number of the learning target associated with each assessment)

Formative Assessment- Informal assessment through participation in whole group and with rally coach
partners. Formal assessment through cut and paste matching of decomposed numbers.

Planned Lesson Activities

Name and Purpose of Lesson Name: Place Value/Base Ten System

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 CEP Lesson Plan Form

Should be a creative title for you and Purpose: To understand how to decompose numbers 11-19 into tens
the students to associate with the and ones using place value blocks.
activity. Think of the purpose as the
mini-rationale for what you are
trying to accomplish through this
lesson.
Approx. Time and Materials Day One: Whole Group Introduction and Instruction 20min.
How long do you expect the activity Day Two: Reintroduce and Rally Coach 20min.
to last and what materials will you Day 3: Post Assessment 10 min.
need? Materials needed:
 White Board Easel /dry erase markers
 Magnet Place Value blocks
 Place Value Work Mats
 Class Set Place Value Blocks (rods and units)
 Number Cards 10-20
 Post Assessment Pages
Anticipatory Set Day One:
The “hook” to grab students’ To catch the student’s interest on place values on day one I will begin
attention. These are actions and by building confidence by counting by tens and ones. I will then bring
statements by the teacher to relate out the place value blocks and ask questions (where have you seen
the experiences of the students to these?, How many units are in a rod?, etc.) I will introduce my song.
the objectives of the lesson, To put Lastly, I will give the students 3 mins play with the blocks.
students into a receptive frame of
mind.
 To focus student attention
on the lesson.
 To create an organizing
framework for the ideas,
principles, or information
that is to follow (advanced
organizers)
An anticipatory set is used any time
a different activity or new concept is
to be introduced.
Procedures Teacher Actions Student Actions

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(Include a play-by-play account of Day 1:
what students and teacher will do
from the minute they arrive to the by counting by ones and
minute they leave your classroom.
Indicate the length of each segment -The teacher will begin to -Students will participate in answering
of the lesson. List actual minutes.)ask questions about place questions about place value blocks
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Colorado State University College of Health and Human Sciences
Day 1:
- The teacher will begin
- Students will count with teacher
tens
value blocks
-The teacher will -Students sing new song about place
introduce a song for the values
students to learn
-The teacher will pass out -Students will play and explore with place
place value blocks and value blocks
give students time to play
and explore with the -Students will follow along with teacher
blocks on individual work mat to decompose
-The teacher will numbers 11-19
introduce the work mat
and place values of tens Day 2:
and ones
-The teacher will -Students will review with teacher what
introduce the was previously learned about place values
decomposing of numbers
11-19 -Students will help and watch as teacher
-The teacher will observe models decomposing numbers using rally
how class performs coach
decomposition at carpet
Day 2: -Students will work with partner to
-The teacher will begin by practice decomposing numbers 11-19
singing the song the class
has learned and review -Students will review with teacher
the content from the
previous day Day 3:
-The teacher will model
rally coach at carpet and -Students will review what was previously
then send students to try taught
it at tables with their
shoulder partners -Students will observe how to complete
-The teacher will assist post assessment
students who are not
understanding -Students will complete post assessment
-The teacher will bring
the class back together to
review
Day 3:
-The teacher will review
what was taught the
previous days
-The teacher will model
what is expected of
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Differentiation To modify: to provide additional support to students who do not

To modify: If the activity is too understand the concept during whole group as well and during
advanced for a child, how will you individual/rally coach time. The rally coach work is also in place to
modify it so that they can be encourage students to work with their classmates to understand a
successful? concept. The vocabulary will broke down and reiterated through song,
To extend: If the activity is too easy visuals and hands on activity.
for a child, how will you extend it to To extend: extensions can be provided through challenging students to
develop their emerging skills? What complete numbers greater than 19.
observational assessment data did
you collect to support differentiated
instruction?
Assessment The teacher will observe to see if a child participates in whole group,
How will you know if students met throughout the rally coach lesson, as well as completing the post
the learning targets? Write a assessment assignment successfully.
description of what you were looking
for in each assessment. How do you
anticipate assessment data will
inform your instruction?

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CEP Lesson Plan Form

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