Decompose Numbers Less Than 10 (Torney)

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This lesson focuses on 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). The students learn how to decompose numbers less than or equal to ten into pairs in more than one way and to record each decomposition by circling the pairs and writing the corresponding equation. Core Action 3 is strongly exhibited in this lesson.

This video was annotated using this version of the Instructional Practice Guide (IPG). A current version of the IPG is available here.

Decompose Numbers Less Than 10 (Torney)

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0:17 – 2:17
Core Actions & Indicators: 1B

1B:  The teacher relates new concepts to students' prior skills and knowledge.  The teacher utilizes examples of student work from the previous lesson to review prior learning.
3:43 – 9:28
Core Actions & Indicators: 3C

3C:  The teacher has established a classroom culture in which students explain their thinking well enough for other students to understand.  Students elaborate with a second sentence (spontaneously or prompted by the teacher or another student) to explain their thinking and connect it to their first sentence. 

9:49 – 13:59
Core Actions & Indicators: 3B

3B:  In this part of the lesson, the teacher encourages reasoning and problem solving by posing challenging problems that offer opportunities for productive struggle.  The students are prompted by the teacher to elaborate with a second sentence on their thinking or on their peer's thinking.
16:44 – 18:33
Core Actions & Indicators: 3D

3D:  The teacher creates the conditions for student conversations where students are encouraged to talk about each other's thinking.  Students are encouraged to talk about and ask questions about each other's thinking in order to clarify or improve their own mathematical understanding.
18:36 – 21:20
Core Actions & Indicators: 3G

3G:  The teacher asks the student to explain and justify her work and provides feedback that helps students revise initial work. 

23:14 – 27:37
Core Actions & Indicators: 3G

3G:  The teacher asks students to explain and justify work and provides feedback that helps the students revise initial work.  Student work includes revisions, especially revised explanations and justifications.
30:51 – 33:54
Core Actions & Indicators: 3D

3D:  The teacher creates the conditions for student conversations where students are encouraged to talk about each other's thinking.  He encourages the students to explain their thinking well enough for other students to understand. 

36:21 – 38:09
Core Actions & Indicators: 3A

3A:  The teacher poses high quality questions and problems that prompt students to share their developing thinking about the content of the lesson.  Students share their developing thinking about the content of the lesson.
38:22 – 40:13
Core Actions & Indicators: 2D

2D:  The teacher checks for understanding throughout the lesson and makes adjustments to instruction to meet the needs of the student.
40:26 – 43:06
Core Actions & Indicators: 3D

3D:  The teacher creates the conditions for students to turn and talk about each other's thinking. 

43:28 – 51:39
Core Actions & Indicators: 2E

2E:  The teacher summarizes the mathematics with reference to student work and discussion in order to reinforce the focus of the lesson.