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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Unifix cubes or other manipulatives (at least 50)
- Container to hold the manipulatives
- Whiteboard and markers
VOCABULARY
- Decompose
- Pair
- Addition
- Sentence
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Review the concept of addition with students, reminding them that addition means putting two or more numbers together to find the total.
- Tell students that today, they will be learning a new way to think about addition by breaking numbers into pairs.
INSTRUCTION
- Demonstrate how to decompose the number 5 into pairs in more than one way, using manipulatives such as unifix cubes.
- Show students how to create addition sentences using the decomposed pairs, such as 2 + 3 = 5 or 1 + 4 = 5.
- Model the process of creating addition sentences with other numbers less than or equal to 5.
GUIDED PRACTICE
- Divide students into small groups and provide each group with a container of manipulatives.
- Instruct the students to work together to decompose numbers into pairs and create addition sentences.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to work independently to decompose numbers into pairs and create addition sentences.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Provide students with a worksheet that includes practice problems for decomposing numbers into pairs and creating addition sentences.
- Instruct students to complete the worksheet and return it to class the next day.
- Encourage students to use manipulatives or a number line to help them solve the problems if needed.
- Remind students to label their addition sentences with the decomposed pairs used to create them.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to write an addition sentence that uses decomposed pairs to make a total of 5.
ASSESSMENT
- Have students share their addition sentences with the class.
- Observe students' understanding of decomposing numbers into pairs and creating addition sentences.
CLOSURE
- Review the concept of decomposing numbers into pairs to create addition sentences.
- Ask students to explain why it is important to be able to decompose numbers in more than one way when adding.
- Encourage students to continue practicing decomposing numbers into pairs and creating addition sentences using manipulatives.
EXTENSION
- Students can practice decomposing larger numbers into pairs.
- Students can use a number line to practice adding decomposed pairs.
INTERVENTION
- For students who struggle with fine motor skills, larger and easier to grasp manipulatives can be used.
- For students who need extra support, a visual aid or diagram can be provided to help them understand the concept of decomposing numbers into pairs.
VIDEOS
No Video Available
TEACHING TIPS
- Use hands-on manipulatives to help students visualize decomposed pairs and addition sentences.
- Encourage students to find multiple ways to decompose numbers into pairs to foster critical thinking skills.
- Provide opportunities for students to share their thinking and strategies with their peers to promote collaboration and communication.
STUDENT MISCONCEPTIONS
- Students may struggle to understand the concept of decomposing numbers into pairs.
- Students may have difficulty recognizing that there are multiple ways to decompose a number into pairs.
- Students may struggle to create addition sentences using decomposed pairs.
STANDARD
Common Core Standard:
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).
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