AUSL/NLU Lesson Plan Template

Name: Sheena Simmons Time: 11:30a.m-12:20p.m

Subject/Topic: Math/ Number
combinations
Date: 3/25/14

Objective
CCSS: Understand addition as putting together and adding to, and understand subtraction as ,taking apart and taking from a whole.
Objective (SWBAT): SWBAT determine different number combinations to find a sum

Assessment / Exit Ticket: formative assessment questions, Number Combinations recording sheet
Vocabulary/Key Concepts/Word Wall: combining numbers, addition
Materials / Technology: connecting cubes, chart paper, iPad, Number Combinations recording sheet
Modifications / Accommodations: The high group will work with more cubes and create combinations for sums 5-14 and are expected to create three digit
combinations. Middle group will find combinations for sums 1-10 and are expected to create three digit combinations. Lower group will begin with making
combinations of numbers up to 10 however may have difficulty creating combinations containing more than 2 digits.
Behavior modifications: Wesley displays signs of anxiety and will sometimes call out and stand up during instruction. Wesley will be given a break (sitting at his
table) to calm himself. Lukas moves around on the rug because of sensory issues; he may be asked to get up and sit at a table temporarily. Jacob may call out
several times and is working toward improving this behavior. He will receive three redirections before a consequence is given. He is being taken off of a behavior
plan.


Do Now (3-5 minutes)
N/A

Opening (3-5 minutes)
Students will be instructed to bring their ipads with them to the rug after calendar meeting.

TTW show students several stacks of colorful connecting cubes. I have discovered a fun way to learn more about number combinations. I have five stacks of
cubes, as you can see each stack is a different color and is made up of different amounts of cubes. (A visual will be provided on a posters as well.) The yellow
stack represents 2, the orange stack represents 3, green 2, blue 1 and red is 4. TTW display a photo of the stacks of cubes with their numbers written
underneath for students to use as a reference.
TTW say, Think about the dotted ladybug activity and how you combined the ladybugs to make a number. Today you will do the same thing, instead of counting
dots you are counting the number of cubes in a stack. Each of these stacks must stay the same, they can only represent the number of cubes present. Cubes
cant be removed or added. If I want to make the number 3 ,I can take a blue stack which is made of 1 cube and combine it with the yellow stack, made of 2
cubes. Altogether there are 3 cubes, I made the number 3. (TTW model combining the stacks to show the total number of cubes).

Now its your turn to give it a try. Remember to look at the screen to make sure you are referring to the correct stacks to make a number. I will ask you to make
a number and you will decided which stacks can be combined to make that number draw your stack combinations using the educreations app. Im cold calling,
which means you can give your arm a rest today.

Show me which stacks you can use to make 4? (TTW give wait time)
TTW call on a student, Which stacks can you use to make 4? TTW call on two more students.
TTW say I have a combination chart that will help us keep track of the combinations we used, that way we wont repeat ourselves.
TTW display a copy of the Number Combination chart (drawn on chart paper).
TTW write the combination(s) provided by students on the chart in the corresponding column.

You did a great job on that problem, Im going to have to ask a tougher question, you guys are so sharp. Which stacks will you use to make 5?
TTW cold call students and record their combination(s).
Can you find a combination that uses more than 2 stacks? TTW call on students to answer and record combinations on the chart.

Good job, you have proved that youre ready to work with your own stacks of cube and complete a Combinations Chart on your own. At your seats you have a
bag of stacked cubes to combine to make number, just as we did here on the rug. You will complete the the Combination Chart by recording as many
combinations as you can to create each number in this column (point to numbers in columns). Everyones chart does not look the same, some of your charts will
have larger numbers, some of your bags will have more stacks as wells. Use the bag and chart at your seat. (task has been differentiated for high, mid and lower
students). Make sure you are working on the chart place at your seat. We are working at a level one. The blocks are not to be taken apart to stacked together,
they must stay as they are. You are working independently to complete your chart.

TTW instruct rubric facilitators to repeat expectations. Rubric facilitators will send students to their seats. TTW narrate and circulate.
As students work TTW circulate and ask the following questions:
According to your chart, which numbers are you able to create the most ways? Why do you think this is?
What number did you use most often to construct larger numbers?

After 15 minutes of working TTW give 5 minute time warning. TTW instruct students to place their cubes back into bags and stack papers in the center of their
tables. TTW call each table to the rug to close the lesson.

TTW ask what did you notice as you created different number combinations today? What was easy/difficult about creating multiple combinations for the same
number? Why?
















Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):
TTW model combining stacks to make the number 3.
TTW model writing expressions onto a combination chart.
TTW ask if ss have any questions about how combinations we made or how
expressions should be written.

I do (board=paper):
TSW observe as teacher models combining cubes.
TSW ask any questions to clarify any part of the math
task.

We do (guided practice):

TTW provide sum for students to make by combining stacks of cubes.
TTW say: Combine stack to make 4.
TTW say: Combine Stacks to make 5.
TTW ask: Is there a way to ccombine more than 2 stacks to make a sum of 5?
We do (guided practice):

TSW identify combinations of stacks to make a sum of
4. (1+2, 3+1, 2+2)
TSW identify combinations of stacks to make a sum of
5 (1+4, 4+1, 2+3, 3+2, 1+2+2, 2+2+1)
TSW explain which stacks they use to create a sum.
TSW create an expression to match their stack
combinations.
ask ask ask

everybody
writes

cold call
You do (@ Bats/Exit Ticket):

TTW circulate the classroom observing and asking assessment questions.

You do (@ Bats/Exit Ticket):
TSW identify as many number combinations as
possible.
TSW complete a Combinations chart.
Exit Ticket
Combination
chart

End
TTW ask what did you notice as you created different number combinations today? What was easy/difficult about creating multiple combinations for the same
number? Why?