Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name:
LaShanda Aiken
PART I: PLANNING

Date: February 3, 2015

1 More, 1Less; 10 more, 10 less

Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

envision MATH

Source
Math

Subject Area (s)

1st

Grade Level
Curriculum Standards

1.NBT.5 Given a two-digit number, mentally find 10 more or 10

less than the number, without have to count; explain the
reasoning used.

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Lesson Objectives

Students will continue identifying number patterns as they use

models to name numbers that are 1 more, 1 less, 10 more, and 10
less. Students also continue to strengthen their understanding of
the place value system as well as prepare for two-digit addition
and subtraction.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The students will be able to write the numbers that are 1 more or
1 less and 10 more or 10 less than a two-digit number in order to
understand 1 more, 1 less, 10 more, less express a relationship
between two numbers.

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

The students that do not understand the material will be grouped

together, so the teacher can help them. The students that have
already mastered the concept will be able to help the students

that do not understand or move on to the next topic. The

students that are presently learning English, their worksheets will
be modified; they will not get as many problems as the other
students.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Anticipatory Set

To make sure that students know how to skip count by 10s and
add and subtract two digit numbers.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

STAR board, internet, laptop, website

www.pearsonsuccessnet.com, dry ease markers & board,
pencils, connecting cubes, and base ten blocks are materials
used to help students achieve the stated objectives. I need STAR
board, internet, laptop, www.pearsonsuccessnet.com, lumens,
connecting cubes and base ten blocks. The students will need
their math mats, connecting cubes, base ten blocks, and pencils.
What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

Daily Math Problem of the Day. Here the problem is used to gain
the students attention.

Part II: IMPLEMENTATION

How will you find out what students already know about this topic?

Pre-assessment

Daily Math Problem of the Day. Here the problem is used to see
what the students already know about the topic that is about to
be taught.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

I will show the students a video on 1 more, 1 less; 10 more and 10

less. I will discuss parts of the video as it is viewed.
I will explain to the students that they have learned how to count,
and how to skip count by 10s. Today you will find 1 more than, 1
less than, 10 more than, and 10 less than a given number. Then I
showed the students how to use different strategies to find their
answers, whether it was using connecting cubes, skip counting,
or ten rods and ones blocks.
What will we do together as they learn how to succeed at the new task?

Guided Practice
Checking for
Understanding

We will do page 300 of their math mat together.

What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

I will come with random numbers and asked them what is 1 more,
1 less; 10 more and 10 less. I also observe the students as they
were working.

What will students do by themselves to show that they have internalized the knowledge?

The students completed page 301 of their math mats.

Independent Practice
Closure

How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?

We played pass the ball, and the students told me what they
learned today.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

I gave the two numbers and they had to write the numbers that
was 1 more, 1 less, 10 more and 10 less. The numbers were 23
and 45. The students will have their math assessment on Friday.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

For homework the students had a worksheet on 1 more, 1less; 10

more and 10 less. The students also had to come up with
problems for their classmates to answer.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

Connection Across the

Curriculum

PART III: REFLECTION

The website www.pearsonsuccessnet.com assists students with

learning the concepts. To make sure that the students have
comprehended what was being taught I use the STAR board, and
have the students to come up to the board and complete given
examples.
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.

PE- the teacher may say to the class, Do 1 less than 11 jump and
jacks and the students will have to know that, that means do 10
jump and jacks.
Health- The students will be able to tell how many grams that is in
the different foods that they eat.
Art- The students will be able to draw the different numbers. For
example if the teacher say 10 more than 23, the students would
have to draw the number 33.
Music- The students will be able to play beats. The teacher say
What is 1 less than 3? and the will have to know that is 2 and
play 2 beats.
Social Studies- The students will be able to name the President. If
the teacher says Name that President who was 10 less than 13?
The students would be able to say the 3rd President was Thomas
Jefferson.

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

My students understood what was being taught. I also use

different strategies whether it is whole group, small group or oneon-one instruction. I get my students involved in the lesson.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Classroom management and time. I feel that I spend too much

time on making sure everyone really understand what is being
taught and run out of time. I am currently working on an award
system to see if that would help with behavior issues and talking.
What would you change when teaching this lesson again?

Suggestions for
Improvement

I would invest in more math manipulatives, so students would not

have to share.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY