UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s): First School/Mentor Teacher (if

Lizette Moran grade applicable): Mrs. Rivas/ Gililland
Elementary

Subject area(s): Unit Lesson Title: Rainbow to Ten

Math Topic/Theme:
Number and
Operations
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
74.4(c)(2)(E) use
1.3.C Compose 10 visual, contextual, I.B.1 Perform computations with
with two or more and linguistic real and complex numbers.
addends with and support to enhance VIII.A.1 Analyze given information
without concrete and confirm
objects understanding of
increasingly
1.3. D Apply basic complex and
fact strategies to add elaborated spoken
and language
subtract within 20, 74.4(c)(3)(E) share
including making 10 information in
and decomposing a cooperative
number leading to a learning
10 interactions
74.4(c)(4)(F) Use
visual and
contextual support
and support from
peers and teachers
to read grade-
appropriate content
area text, enhance
and confirm
understanding, and
develop
vocabulary, grasp
of language
structures, and
background
knowledge needed
to comprehend
increasingly
challenging
languages.
 74.4(c)(5)(F) Write
using a variety of
grade-appropriate
sentence lengths,
patterns, and
connecting words
to combine
phrases, clauses,
and sentences in
increasingly
accurate ways as
more English is
acquired.
Lesson Objective(s)/Performance Outcomes

Given an equation, the students will be able to decompose and check that the
order of the addends does not matter and it will still add up to 10 95% of the
time.

Given a ten frame with 10 counters, the students will be able to compose a
completed equation that equals to 10 using standard locations correctly (+,-,
=) 90 % of the time.

Assessment (Description/Criteria)
Diagnostic: By informally assessing students prior knowledge/how much they
have grasped when doing making ten the teacher will able to see how much a
student knows without having to use any other source of help when
answering.
Formative: The teacher will use the students math journal with the ten frames
and equations written on them to see if the student can find out what is the
other number that they need to make ten when doing an equation for a ten
frame.
Summative: The teacher will use the Ten Again worksheet to see if the
students can spot all of the combinations of ten to check for students
comprehension of the combinations of ten.

Materials and Resources

Rainbow to ten copy for students and anchor chart, ten frames for the quick
images, Ten again worksheet, pencils, color pencils, crayons, markers, and
math journals.
Management of the Instructional Environment
If students are playing around or are not doing their Rainbow to ten paper
those students will have to finish that paper while their peers do something
more fun. If students are playing with the markers and crayons then the
students will not be able to color their Rainbow to ten paper. Students that are
doing what they are told will get stickers for listening and doing what they are
supposed to.
Technology Integration
ELMO Projector

Diversity and Equity (Accommodations, Modifications, Adaptations)

The students that cannot see that well will be moved closer to the anchor
chart so they are able to follow along. The student with autism can take their
time to finish their Rainbow to ten paper and can get help from their bilingual
partner and the teacher if needed. Students who need help with the English
language will be able to answer the question in Spanish. They can also ask the
teacher or their bilingual partner for help. Student with speech problems can
use their math journal to help others understand what their guess is or can
show it with their fingers.

Activities/Procedures

Anticipatory Set _10___ Min Grouping: Whole class

The teacher will start off by asking students if they can tell her how many combinations
are there to make ten. The students should say that there is 11 ways to make ten. I will
get a name from the name cup to tell me one of the combinations that equals to ten
then write it on the board so that no other student can say the same combination. I will
check to see if the students remembered from the other day the combinations of ten and
seeing if they can come up with all of the 11 combinations. If a student needs help I will
ask them to check the board and see if there is a combination we dont have. The
teacher can say, If we have 2+8 in the board what is another way we can say 2+8 that
will also equal ten. The student will say 8+2.
The teacher will tell the students that today they will learn another way they can
remember the combinations of ten. Today with the help of ten frames the students will
be able to compose a completed equation that equals to 10 using standard locations
correctly (+,-, =), and also given an equation, the students will be able to decompose
and check that the order of the addends does not matter and it will still add up to 10.

Input and Modeling 7-10_ Min Grouping: Whole class

The teacher will show the student another strategy that they can use when adding to
ten, which is called Rainbow to Ten. The teacher will give the students a paper that is the
little version of Rainbow to Ten anchor chart where the student can color the rainbow
and see where the end of the Rainbow goes to, or more like what number it goes to that
will make then beginning and the end of the rainbow add up to ten. The teacher will also
write the equation in the bottom so that can be another form the students can get used
to seeing when adding numbers. The teacher will start off with 0 when doing the anchor
chart and will color the rainbow to see what number that is added to zero equals ten,
and that number was ten. So the teacher will write in the anchor chart 0+10=10. The
teacher will then ask the students if we make ten the beginning of the rainbow and zero
the end of the rainbow will 10+0=10, and the students will say yes. The teacher will
then write that equation down as well. Then the teacher will do 1 and see what number
the end of the rainbow tells her if you add 1 plus that number equals ten, which the
number was 9. The equation that I wrote for those two numbers is 1+9=10. The teacher
will ask the students the same thing so the students can see that it does not matter
what number goes first when adding because it will add up to ten. The teacher will do
this for all of the 11 combinations of ten, and the students will be following the teacher
and do all this things in their paper as well. Their rainbow to ten papers will then be cut
and glued at the back of their math journal so they can look at it and use it later on.

Guided Practice _10-20__ Min Grouping: Partners/ Individually

The teacher will then have students go to the carpet and take their math journal and a
pencil with them. They will open up to a blank sheet and have already drawn a ten
frame. The teacher will then tell the students that they will be playing a game called
quick image where the teacher will show the students a ten frame with certain counters
already drawn there. The ELMO projector will help the students see the quick image
better, so that is what the teacher is going to use to be able to show the students. The
teacher will show the students for five seconds and then hide the image. The students
will then guess how many counters did they see and make a guess. The teacher will
show the image again for five seconds and then hide it again. The teacher will tell the
students to draw what they saw. Afterwards, the teacher will tell the students what they
think they saw the students will tell their teacher their guesses and then the teacher will
show the students the image for the students to check if their guess was right. The
teacher will then tell the students to count how many more counters they will need to
make ten from the counters that are already in the picture. The students will then create
an equation that will equal to ten. For example, if the ten frames first have 7 counters
drawn in then the students will have to check how many more counters they will need to
make ten. The students will then create an equation with the numbers, which would be
7+3=10.
The teacher will play the quick image with the students with different combinations that
make ten.

Independent Practice _5-10__Min Grouping: Individually

The students will then be given a worksheet where they have to find all the
combinations of ten and circle them. This will help the teacher see if the students are
now learning all of the combinations of ten with all of the repetition that they have been
doing in the class. If the teacher doesnt see that the students understand the
combinations then the teacher can re-teach the combinations of ten in a different way so
the students can get it.

Closure _5-7__Min Grouping: Whole class

After the teacher has picked up all of the worksheets the students will go sit in their desk
and the teacher will go over the worksheet so the students can see and hear again all
the combinations of ten there is. The students can also participate and tell the teacher
where there are some of the combinations in the paper.

Reflections and Documentation/Evidence of Lesson Effectiveness

The third day we did a Rainbow to ten anchor chart were they did their own rainbow to
ten with the paper that I passed out that they put in their math journal. While asking
students what does 7 +_= 10 some students will go blank while others told you their
response really fast. Some students could not tell me another way/combination that they
could do with 7 and 3. I then did quick images with the ten frames to see how fast they
can tell me the sums of ten. Students knew how to answer that one fast because they
had the ten frame to help them, but when they didnt they took a little more time to
answer the question. One bad thing about doing the quick image is that some students
were talking in the carpet while doing the activity, which made me think if it was better
if the student worked in their seats or not. With this I also did a little worksheet to see if
they can spot the combinations of the two numbers that go together to make ten. Some
of the students did not see all of the combinations or added them wrong and got
different answers. I could tell that they still needed work on really understanding the
combinations of ten. With this work I knew that for my fourth day I needed to do
something that helps the students understand and really get additions to ten.
Students Work: