Lesson Plan

Grade/Subject: Grade 1 Math

Unit: Number

Lesson Duration: 30 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Develop number sense.
Specific Learning Outcomes: Describe and use mental mathematics strategies (counting on, counting back, and making 10) for
basic addition facts and related subtraction facts to 18.

LEARNING OBJECTIVES
Students will:
1. Group pictures in groups of 10.
2. Identify the number of groups of 10 and the number of extra 1s.
3. Identify the number of objects using the number of groups of 10 and extra 1s.

ASSESSMENTS
Observations:

Key Questions:

Students will complete a few examples on the board

before moving on to the assignment. Do the students
have a good grasp on the task?

How many groups of 10?

How many extra ones?

How do we know how many objects there are?

Written/Performance Assessments: Students will complete a worksheet that requires them to work with groups of 10s and extra 1s to
determine a quantity of objects.

LEARNING RESOURCES CONSULTED

Resource #1: Numbers in the teens have a group of 10: http://www.youtube.com/watch?v=WGa2cVluGnU

MATERIALS AND EQUIPMENT

Worksheet
SmartBoard
Pencils

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Watch the group of 10 video located at: http://www.youtube.com/watch?v=WGa2cVluGnU
Transition to Body: Pull up SmartBoard activity.

Body (20 min.):

Learning Activity #1: Lead a class discussion about the video previously watched. Using a 100 chart on the
Smartboard, ask the students to identify how many groups of 10 and extra 1s form random numbers (10-19). For
example, state: 17 is _______ and ______. The students should fill in the blanks with a group of 10 and 7 extra
ones consecuatively. Refer to the group of 10 song if needed. Once all 10 numbers are covered, move on to the next
activity.
Learning Activity #2: Have a class discussion about groups of 10s. Have groups of objects on the board, and have
students individually circle ten objects. The student will then draw a larger circle around the 10-circled object. Ask
the student how many groups of ten (large circles) they made. Ask the student how many extra objects there are.
They will fill their answer in on a chart (How many groups of 10? How many extra ones? How many altogether?).
Students should be able to relate these two numbers (tens and ones) to the total number of objects. For instance, if
there is one group of 10 with 3 extra ones, the students should notice that this creates 13 objects. This will be very
similar to the questions seen on the worksheet.
Assessments/Differentiation: Call students up one at a time to participate in the few examples on the board. Do we need to do
another example or do the students understand what they are supposed to do? Continue the process until you feel like the class has a
good grip on the assignment.

Learning Activity #3: Students will complete a worksheet that requires them to group objects into groups of 10 and
determine the remainder. Students will determine the number of objects from the groups of ten and extra ones.
Further explanation above.
Assessments/Differentiation: 10 objects should be circled individually and within a group. The remainder should be clearly stated
in the chart. From this, students should derive the total number of objects without counting every individual one. Can they do this
successfully, or do they need assistance?

Closure (5 min):
Consolidation/Assessment of Learning: Students will gather on the carpet, and discuss their learning. Students 10
students will gather together, and we will determine the extra students. From this the students will determine how
many students are in class. Then, count the students individually to illustrate that objects can be counted using either
method (count one by one, or counting 10s and 1s seperately).
Feedback From Students: Students will explain how they arrived at each answer. Ask the student if this assignment
was difficult, just right, or too easy.

Feedback To Students: The teacher will respond accordingly, and give further clarification when needed.
Transition To Next Lesson: Tomorrow we will learn more about groups of 10.
Sponge activity: Students may retrieve a 100 chart with a ~10 missing numbers on it. Using patterns and their
knowledge of numbers, they can complete the 100 chart by fill in the missing numbers.

Name:&______________________________________&
Circle&groups&of&10:&&
&

&

How&
many&
groups&
of&10?&

How&many&
extra?&

How&many&Ladybugs?&

How&
many&
groups&
of&10?&

How&many&
extra?&

How&many&Rabbits?&

How&
many&
groups&
of&10?&

How&many&
extra?&

How&many&suckers?&

Name:&______________________________________&
Circle&groups&of&10:&&
&

&

How&
many&
groups&
of&10?&

How&many&
extra?&

How&many&Puppies?&

How&
many&
groups&
of&10?&

How&many&
extra?&

How&many&Strawberries?&

How&
many&
groups&
of&10?&

How&many&
extra?&

How&many&Pencils?&