[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-189641-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-189641-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","feb-22-example-lesson","Feb 22 Example lesson","","Lesson plan focuses on teaching students the composition and decomposition of numbers using number bonds, positioned as a precursor to addition. Objectives and “I WILL/I CAN” statements guide instruction while activities emphasize participation, observation, and multiple forms of representation. Assessment design aligns objectives with formative worksheet review and summative evidence gathered throughout the lesson via writing, manipulatives, questioning, and observation. Instruction integrates technology through a document camera and video resources, and differentiates using varied modes (verbal, visual, music, movement, manipulatives, and writing).",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/feb-22-example-lesson/189641/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/feb-22-example-lesson/189641.png","ImageObject",442,249,{"name":42,"@type":43},"Berry Peter","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-01","2026-09-03",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the main learning objectives for this lesson?","Question",{"text":63,"@type":64},"Students learn to represent numbers using number bonds by understanding that numbers are made up of other numbers and that there is more than one way to compose a number.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is student learning assessed during the lesson?",{"text":68,"@type":64},"Formative assessment uses reviewed worksheets and pre-assessment evidence, while summative assessment occurs throughout the lesson through witnessed writing, use of manipulatives, participation, answers to questions, and general observation.",{"name":70,"@type":61,"acceptedAnswer":71},"What materials and technology support the instruction?",{"text":72,"@type":64},"The lesson uses cubes, dry erase markers, erasers, a document camera, and worksheet templates, supported by a number bond video and the Toy Theater website.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},189641,1788398252,{"code":4,"msg":82,"data":83},"success",[84,87,92,97,102,107,112,117,122],{"id":55,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":85,"slug":86},90,"presentations",{"id":88,"doc_module":22,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},12,"Resumes",80,"resumes",{"id":93,"doc_module":22,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},14,"Invoices",70,"invoices",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},15,"Posters",60,"posters",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},16,"Social Media",50,"social-media",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},17,"Forms",40,"forms",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},18,"Letters",30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":120,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":80,"read_time":26},1374402524268,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| Standards:\u003Cbr>Ask yourself:\u003Cbr>What GLCS’s or Common Core Standards am I teaching?\u003Cbr>What High Leverage Practice(s) am I focusing on in this session? | MP.1 Make sense of problems and persevere to solve them.\u003Cbr>MP.2 Reason abstractly and quantitatively.\u003Cbr>MP.4 Model with mathematics.\u003Cbr>I am focusing on leading a group. |\n| --- | --- |\n| Assessment Activities:\u003Cbr>Ask yourself:\u003Cbr>Does my assessment match my objectives and does it align with the standards?\u003Cbr>How are my students being individually assessed?\u003Cbr>Will the summative assessment take place in today’s lesson? Or am I working towards the summative assessment with this lesson? | Formative Assessment(s): Worksheets will be reviewed (I did do a pre-assessment on this topic for a class with 3\u003Cbr>students   One high, one average and one struggling student.\u003Cbr>Summative Assessment: This will be done throughout the lesson by witnessing writing, use of manipulatives, participation, answering questions and through general observation.\u003Cbr>Where will this take place in your lesson? This will take place throughout the lesson.\u003Cbr>What is your plan for diƋerentiating these assessments? I will use diƋerent modes of instruction   verbal, visual, music, movement, manipulatives and writing. I am adding in some number sentences for our high level learners. I also understand that diƋerent students will have diƋerent levels of completion. |\n\n\n| Objective(s) & Purpose:\u003Cbr>Ask yourself:\u003Cbr>Where are my objectives posted? | Answer all four questions:\u003Cbr>Objective: Represent the composition/decomposition of numbers using number bonds,\u003Cbr>Why are you teaching this? The purpose of this lesson is a precursor to addition which will be taught very soon.\u003Cbr>What do I want the students to be able to do when the lesson is over? I want students to understand that numbers are made up of other numbers and there is more than one way to compose a number.\u003Cbr>How will I know if the students know it and can do it: We will be doing a variety of activities that include participation. Through observation and participation, understanding can be observed.\u003Cbr>“I WILL/I CAN”Statement: I can represent number bonds. |\n| --- | --- |\n| Materials:\u003Cbr>Ask yourself:\u003Cbr>What materials, supplies, books, handouts, assessments, etc., will I need to complete the lesson? | Toy Theater  [https://toytheater.com/category/teacher-tools/](https://toytheater.com/category/teacher-tools/)\u003Cbr>Number bond video\u003Cbr>I Know My Number Bonds 5 | Number Bonds to 5 | Addition Song for Kids | Jack Hartmann\u003Cbr>Template/sheet protector Cubes\u003Cbr>Dry erase markers Erasers Document camera Worksheet |\n| Technology to Support Student Learning:\u003Cbr>Ask yourself:\u003Cbr>How am I integrating technology in a meaning way into my lesson? | Document camera\u003Cbr>Toy Theater website\u003Cbr>Number bond video |\n| Accommodations for Diverse Learners:\u003Cbr>Ask yourself:\u003Cbr>How will I modify the lesson for the broad spectrum of exceptionalities (SPED-G/T) of my students?\u003Cbr>What is my intervention plan for re-teaching the lesson for those who do not master the objective? | I will use diƋerent modes of instruction. This includes verbal, visual, music, movement, manipulatives and writing. I will use small and large numbers for number bonds and I will add in number sentences for higher level learners. I understand that diƋerent students will have diƋerent levels of completion. |\n\n\n| Anticipatory Set Activity:\u003Cbr>Ask yourself:\u003Cbr>How will I set the expectations for the lesson?\u003Cbr>How will I pre-assess what students already know about this topic (prior knowledge)?\u003Cbr>How will I motivate students’ interest?\u003Cbr>When am I explicitly sharing my objectives and purpose for my students? | Time Allotment: 5-7 minutes\u003Cbr>Technology Integration: None\u003Cbr>Activity: Students will be invited to the rug and I will activate their prior knowledge by reviewing how parts make up a whole. We will recall the Hokey Pokey that we did yesterday to introduce the topic of part/whole. I will also introduce","cbCaiqWAoy3Zay2y","https://ap.wps.com/l/cbCaiqWAoy3Zay2y","pdf",77010,"English","# Standards\n## MP.1 MP.2 MP.4\n# Assessment Activities\n## Formative Assessment(s)\n## Summative Assessment\n# Objective(s) & Purpose\n# Materials and Technology\n## Materials\n## Technology to Support Student Learning\n# Accommodations for Diverse Learners\n# Anticipatory Set Activity\n# Input Activities\n## Activity and Technology Integration\n## Accommodations and Transitions\n# Modeling Activities","[{\"question\":\"What are the main learning objectives for this lesson?\",\"answer\":\"Students learn to represent numbers using number bonds by understanding that numbers are made up of other numbers and that there is more than one way to compose a number.\"},{\"question\":\"How is student learning assessed during the lesson?\",\"answer\":\"Formative assessment uses reviewed worksheets and pre-assessment evidence, while summative assessment occurs throughout the lesson through witnessed writing, use of manipulatives, participation, answers to questions, and general observation.\"},{\"question\":\"What materials and technology support the instruction?\",\"answer\":\"The lesson uses cubes, dry erase markers, erasers, a document camera, and worksheet templates, supported by a number bond video and the Toy Theater website.\"}]","Feb 22 Example lesson | PDF"]