KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Erin Crawford Date: April 11, 2019

Cooperating Teacher: Lisa Gross Coop. Initials: ____________
Group Size: 12 students & 15 students Allotted Time: 30 minutes Grade Level: Kindergarten
Subject or Topic: Bead Combinations Section: 931

STANDARD: (PA Common Core):

 K.CC.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line,
a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
 K.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations
 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).

I. Performance Objectives (Learning Outcomes)

 Students will be able to decompose numbers into appropriate grouping pairs.

II. Instructional Materials

 16 chenille stem loops with 9 small beads (see image below for reference)
 1 chenille stem loop with 6 big beads (see image below for reference)
 8 chenille stem loops with 7 big beads (see image below for reference)
 Extra beads to add to advanced students loops
 8 Connecting Cubes
 My First Math Book, pg. 15
 Pencils (one per student)
 Smart Board (with page 15 of the math journal electronically pulled up)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)

Prerequisite skills
 Knowledge of number 1 through 10
 Basic addition skills
 Counting objects

Key Vocabulary
 Groups- breaking apart items into smaller sections
 Record- to write down
 Part- small groups within a whole
 Whole- entire group of a number
 Add- putting numbers together to get a larger number
 Total- the amount you get when adding numbers together

Big Idea
 Children will decompose numbers in multiple ways.

New Content
 Grouping
 o Breaking down a large amount of beads into smaller sections
 Decompose
o Putting beads into smaller groups

IV. Implementation

A. Introduction –
 Ask the students if they remember grouping cubes in different ways to make different numbers
 Show the students a stack of eight connecting cubes. Demonstrate different groupings by
breaking the cubes into various ways, such as 4 and 4, and 5 and 3. Show the students that when
all of the cubes are together we have our whole, 8, and when they are broken into two groups,
those are our parts.
 Also, talk about our domino lessons with finding different ways to make the same number and
our roll and record games when we wrote out the addition sentence.
 Tell the students that today we are going to explore more number combinations using beads!

B. Development –
I do
 Show the students a chenille stem with 6 big beads on it. Count the beads aloud so the students
know how many beads are on the loop. Also, show the students how the beads move around on
the loop.
 Now explain to the students that you are going to find different groups of numbers that make 6.
Model how to write the total number of beads at the top of the My First Math Book page 15.
 Complete the following groupings talking aloud for the students to hear.
 In each example focus on the terms whole and parts. (Example 6 is the whole and 4 and 2 are the
parts…6= 4 + 2….whole= part + part)
o Move 4 beads to one side and 2 to the other
 Show how to record the different combinations by drawing beads on the loops on
the writing journal and writing the corresponding number sentence such as, 6=
4+2, under each loop.
o Move 3 beads to one side and 3 to the other
 Show how to record the different combinations by drawing beads on the loops on
the writing journal and writing the corresponding number sentence such as, 6=
3+3, under each loop.
o Move 5 beads to one side and 1 to the other
 Show how to record the different combinations by drawing beads on the loops on
the writing journal and writing the corresponding number sentence such as, 6=
5+1, under each loop.
We do
 Pass out a loop with 7 big beads to each pair of students, also have a loop for yourself.
 Explain to the students that they need to share the loops nicely and each partner will get a turn to
move the beads.
 Ask the students what we should do first.
o Have students turn and talk about what the first step is.
o The first step is counting out total or whole number of beads.
 Tell the students, "Now that we know how many beads we have I am going to write that number
at the top of my math journal paper, on the smartboard. What is my next step?"
o Turn and talk, then share.
o My next step is breaking apart the beads into two groups.
 Show the students the groupings you want them to recreate with their beads.
o The first set being 5 and 2.
o Have the students help you count each group on your loop and then count theirs to make
sure theirs match yours.
 Then ask them what step is next.
 o Drawing our beads to match our loops. Draw the beads on the smartboard.
 Ask students what the last step is, turn and talk.
o Write our number sentence with our whole = part + part

You do
 Pass out a loop with 9 small beads to each student and well as their math journals turned to page
15.
 Explain to the students that they are now going to do the activity in their journals with their own
loops.
 Ask the students what the first step they need to do is, to make sure they understand how to begin
the task. Once they answer, have the students begin working and recording in their math journals.
 Have children work independently with their loops to explore groupings for the number 9.
o Students should fill out their math journal as they go.
 As they work, circulate and observe checking in with each student. Make sure that they do not
repeat the same math sentences on their paper, such as 9 = 4+5 and 9= 5+4. Even though they
may look different encourage the students to find different number pairs or parts that make 9.

C. Closure –
 Clean up the game materials, (place them in the math center).
 Ask the students to share different groupings that they found with the number 9 with a partner.
Then have a few students share with the group until each grouping is mentioned.
 Remind the students that each number can be made from different groups of numbers and it is
important to explore these groups because it will help us in our future math lessons.

D. Accommodations / Differentiation -
 For students with fine motor deficits, provide them with a loop with larger beads and a marker, or
other larger writing utensil, to record their data.
 For students who are more advanced, provide them with the opportunity to complete the activity
with more numbers, such as 10 beads and 11 beads.
 For students who need a more in-depth visual with moveable pieces, provide them with a part-
part-whole mat for their to physically move beads or cubes on to complete the activity.

E. Assessment/Evaluation plan
1. Formative
 Collect the students completed writing journals and check for
correctness in their groupings. Write a check mark if all are correct
and if not all are correct leave the column blank and then write what
they got wrong in the additional notes section as well as if they
received any assistance.
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students’

performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)

Student Objective: Students will be able to decompose numbers into appropriate grouping
pairs.
 The students appeared to have done well with the concept of the lesson. From the collected data,
it is evident that all of the students were able to complete at least part of the activity on their own, some
with a little prompting or assistance. Each student documented appropriate addition sentences for their
bead loops. Throughout the lesson, the students seemed engaged and appeared to be excited about the
lesson topic. There will be a review the following day as their morning work and centers, so it will be
interesting to see how they use and manipulate the bead loops and document their data tomorrow. Below
is an evaluation of the students’ performance:

AM- 12 out of 12 students documented appropriate math sentences

6 out of 12 students needed some assistance, see checklist below for details

PM- 13 out of 13 students documented appropriate math sentences

7 out of 13 students needed some assistance, see checklist below for details

Although, about half of each of the classes needed some form of assistance, this was only their first day
introduced to using the bead loops and documenting the parts in this way in their math journals. It will be
interesting to see how the students perform tomorrow during their morning work/centers doing the same
activity but with different numbered bead loops.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. How clear was I in my modeling? Was it engaging?
I believe I was clear in my modeling. The students appeared to be able to join in well when
moving from the I do to the We do portion of the lesson, leading me to believe they were understanding
my modeling. My cooperating teacher said I also modeled moving the beads on the loops well. My lesson
also appeared engaging because the students were constantly turning to talk about the next steps to take in
our activity as well as actually have the beads to move themselves on a loop for the majority of the lesson.
The students seemed to really like the beads and enjoyed moving them to find the different parts that
make a whole number.

2. Was I able to pace my lesson to fit the allotted time?

I was able to pace my lesson to fit into the allotted time. My allotted time was 30 minutes and I
was able to complete the lesson for the morning class in 25 minutes and 30 for the afternoon.

3. How could this lesson be improved?

There are two ways in which this lesson could be improved. Since I am able to teach my lessons
twice, I was able to make the one major change between the two classes. Originally, I did not plan to use
larger beads for my modeling and for the we do portion of the lessons. I only had the students looking at
my small bead loop at the front of the classroom and for the we do only telling me the steps to take, not
actually taking them themselves. So between classes, my cooperating teacher and I quickly made 8 big
bead loops for the students to be able to actively participate during the guided practice portion of the
lesson. This let them be able to physically participate instead of just orally, and also made my beads easier
to see from the front of the room.
Another way I could have improved this lesson was to provide the student with a critical thinking
question/prompt to answer that incorporates our lesson topic. This could be added at the beginning or end
of the lesson and could tie in the skill they have learned in a real life scenario. An example of a question
could be, I want to make a bracelet with 7 beads. Some beads are spheres and the others are hearts. How
many of each could I have for my bracelet? The students could explore this question using a dry erase
board either at the beginning of the lesson as an opener or at the end of the lesson as an exit ticket.
 4. Would there have been enough time for the students to make their loops as the book
suggests?
I do not believe there would have been enough time to make the bead loops as the book suggests.
The first reason is because there is simply not enough time in our half day kindergarten schedule to do a
task like this because we barely have enough time in a normal day to cover everything we need to. Also,
both the morning and afternoon students would not have had a long enough attention span to add this task
into the lesson.

VI. Resources
Everyday mathematics series grade k (Vol. 2). (2014). Columbus, OH: McGraw-Hill Education.

Checklist

AM
Student Name Check Additional Notes

Caleb X Assistance finding a third group

Claire X

Griffin X Assistance in the beginning, then understood the activity and

could complete independently

Nora X

Parker S X Help to move the beads but could interoperate and record once
groupings were made

Phillip X Help to move the beads but could interoperate and record once
groupings were made

Piper X Used 4+5 twice, encouraged to find another grouping

Gracie X

Carson X

Parker K X Assistance finding different groupings other than 4+5

Blake X

Corrinne X

PM

Student Name Check Additional Notes

Bella X Needed help with the last question, the question with 3 parts
instead of 2

Francesco Absent

Phillip X Assisted to find different groupings than 4+5

 Jaxon X

Shayla X Counting error 6+2, meant 7+2

Kaedyn X Assisted to find different groupings than 4+5

Samantha Absent

Vincent X

Lucas X Assisted to find different groupings

Leah X

Paige X

Quinn X Had 4+5 twice, when told was able to change

Margaret X

Jackson X

Thomas X Assisted to find different groupings than 4+5

Check with an X if the student documented correct groupings in their math journal.

**In Additional Notes, write if student received assistance and any incorrect pairs.**

Images of the Bead Loops below:

6 Big Bead Loop for I Do

7 Big Bead Loop for We Do

 9 Small Bead Loop for You Do

Student Journal Entries