DesignforLearning

Instructor:TaylorBiedermann
GradeLevel:1st
LessonTitle:OneandTwoPartNumbers
Date:November16,2015
CurriculumArea:Math
EstimatedTime:3045min

StandardsConnection:
10.)Understandthatthetwodigitsofatwodigitnumberrepresentamountsoftensand
ones.Understandthefollowingasspecialcases:[1NBT2]
a.10canbethoughtofasabundleoftenones,calleda"ten."[1NBT2a]
b.Thenumbersfrom11to19arecomposedofatenandone,two,three,four,five,six,
seven,eight,ornineones.[1NBT2b]
c.Thenumbers10,20,30,40,50,60,70,80,90refertoone,two,three,four,five,six,
seven,eight,orninetens(and0ones).[1NBT2c]
IEPGoal:
Studentswillunderstandplacevaluefornumberswithuptotwodigits.
LearningObjective:
Studentswillbeabletocreateavisualtorepresentplacevalueonthreedifferentnumbers
with100%accuracy.
KidFriendlyObjective:
Todayboysandgirlswearegoingtorepresenttwopartsnumberswithtensandonejust
likewedoinconnectingmath!
EvaluationofLearningObjective:
Studentswhoget3/3numberswillbeplacedinthegreengroup.Studentswhoget
numberswillbeplacedintheyellowgroup.Andstudentwhogetnumberswillbeplaced
intheredgroup.
Engagement:
Teacherwelcomesclassandexplainslearningobjective.Videowillalreadybepulledupon
theboard.Goodmorningboysandgirls!Todaywearegoingtobetalkingaboutoneandtwo
partnumbersandlateronwearegoingtorepresenttwopartsnumberswithtensandone
justslikewedoinconnectingmath!BeforewegetstartedIwanttowatchaquickvideo.
https://www.youtube.com/watch?v=uedvwH6Ay18Teacherrecapsvideoandreviews

beforemovingon.Okayboysandgirlssowhattypeofnumbersdidthatvideodiscuss?The
studentswillrespond.Thatscorrectitwasteennumbers!Areteennumbersoneortwopart
numbers?Thestudentswillrespond.Correctteennumbersandtwopartnumbers!Doyouall
haveanyquestionsbeforewegetstarted?Teacherprovidestimeforstudentstorespond.
Great!Letsgetlearningmoreaboutnumberstoday!!
DesignforLearning:
I. Teaching:
Teacheractivatespriorknowledgewithstudentsaboutnumbersandhowtheyuseitin
theirconnectingmathcurriculum.Okayboysandgirls!Sointhevideowejustwatchedthey
talkedaboutteennumbers!Whenelsedoweworkwithnumbers?Wheredoweseenumbers
intherealworld?Thestudentswillrespond.Thatsright!Weseenumberseverywhere.Here
inschoolweworkwithnumbers,wecanseethemwhenweareatthegrocerystoreorthegas
stationandmanyotherplaces!Recentlyinourconnectingmathbookswehavebeentalking
aboutoneandtwopartnumbers!StudentTcanyougivemeandexampleofaonepart
number?Thestudentwillrespond.Correct!__isaonepartnumber!Onepartnumbersare
onlyonenumberandwecanrepresentthemwithlineslikewepracticeinconnectingmath.
Theteachermodelstheexampleofaonepartnumberwiththelinesdrawnonasmall
whiteboard.Theteacherthencallsontheotherstudenttoprovideanexample.StudentT
canyougivemeandexampleofatwopartnumber?Thestudentwillrespond.Correct!__isa
twopartnumber!TwopartnumbershavetwonumbersandwecanrepresentthemwithTs
andlineslikewepracticeinconnectingmath.Theteacherdrawsandexampleandmodels
onthewhiteboard.OkaysoIamgoingtowritesomenumbershereontheboardandIwant
youtoholduponefingerforaonepartnumberandtwofingersforatwopartnumberjust
likethis!Teachermodelsandexample.Teacherwritesavarietyofexamplesforstudentsto
practice(2,35,22,7,15).Fortheoneandtwopartnumberswejustidentifiedwearegoing
tovisuallyrepresentthemwithTsandlines!Togetherthestudentsandteacherwork
togethertodeterminehowtovisuallyrepresentthosenumbers.Okayboysandgirls!Now
thatwehavelearnedmoreaboutoneandtwopartnumbersandhavepracticedtogetheryou
allaregoingtodosomepracticeonyourown!Doyouhaveanyquestionsbeforeweget
started?
II. OpportunityforPractice:
Teacherexplainspracticeactivity.Alrightfriends!Teacherhandsoutworksheet.Iam
handingyouasheetwithtableonin!Incolumnoneyouwillseeanumber!Teacherpointsto
columnstoexplain.Therearebothoneandtwopartnumbersinthetable!Inthenextcolumn
youwillwritehowmanyTsandinthenextcolumnyouwillwritehowmanyIs.Thisisjust
likehowwepracticedonthewhiteboardearlier!Youallcangoaheadandgetstarted!Letme

knowifyouhaveanyquestions!Whenyouarefinishedyoucancreatesomeofyourown
visualsonthebackwithoneandtwopartnumbers!Studentswillcompleteworksheetwith
visualrepresentations.Whenstudentsbothfinishtheteacherwillrecapandgoover
worksheettogether.Theteacherwillcallonthestudentsandhavethemsharewhatthey
havefinishedandcreatediftheyfinishedearly.
III. Assessment:
Teachergetsstudentsattentionandgetswhiteboardbackoutinordertodothe
assessment.Okayboysandgirls!Nowthatwehavegonethroughpracticeproblemstodaywe
aregoingtoidentifyjustafewmore!SohereonthewhiteboardIamgoingtowriteanumber
downandthenyouonyourownwhiteboardwilldrawtherepresentationandshowittome
onceyoufinish!Wewilldothisthreetimes!!Teacherwritesdownthenumberandassess
theresponses.Theteacherrepeatsthreetimes.
IV. Closure:
Teacherclosesthelesson.Greatjobtodayboysandgirls!Iamsoimpressedwithhowyouall
visuallyrepresentedthenumberswepracticedtoday!StudentAcanyoutellmeaboutwhat
youlearnedtoday?Thestudentwillrespond.StudentTcanyoutellmesomethingthatyou
learnedorworkedontoday?Thestudentwillrespond.ThatsgreatIamsogladwegot
additionalpracticewithworkingwithnumbersbothoneandtwopartnumbers!Remember
thatonepartnumbersonlyhaveonenumberwhereastwopartnumbershavetwo.Doyouall
haveanyquestionsaboutwhatweworkedontoday?Teacherprovidestimeforstudentto
respond.
DifferentiationStrategies:
StudentTwillbeprovidedwithwaittimetoanswerquestionsandwellaspracticethrough
repetition.

StudentAwillhavetheopportunitytopracticethroughrepetitioninavarietyofways.In
additiontopracticeshewillalsopracticethevalueonplacevaluewithwaittimeto
respondtoquestions.IfStudentAneedstomoveonshewillalsohavetheabilitytocreate
herownproblemsduringopportunityforpractice.

MaterialsandResources:
https://www.youtube.com/watch?v=uedvwH6Ay18
whiteboard

 expomarker
AttachedTableworksheet
blankpaperandpencils

Reflection:
Oneofmybiggestchallengeswithlessonplanwritingisnotalwaysknowinghow
studentswillrespond.SomethingIlearnedfromthislessonwastheimportanceof
planningforcommonmisconceptionsandhowtoaddressthosemisconceptionsand
planningtofurtherelaborateonpotentialexamplessuchasthegrocerystoreandgas
stationexamples.DuringmylessonImentionedthembutfailedtofurtherexplainhowand
wheretheyseenumbersinthosesettings.
Whilethestandardandlessonwasbasedoffofgradelevelstandards,thestudents
didntfullycomprehendtheconceptofplacevalue.DuringmylessonIincorporatedsome
reteachingstrategies,butoverallbasedonformativedatagatheredthroughoutthelesson,
thestudentsshouldberetaughtthismaterial.Afterspeakingtomysupervisorshehad
someexcellentsuggestionsformylessonandpotentialreteachingopportunities.Iam
definitelygoingtocommunicatewithmycooperatingteachertoseeifIcanworkwith
StudentsAandTontheconceptofplacevalueagainsoon.Ifeelthatitwouldbegreat
experiencestodoareteachinglesson.
Oneparticularsuggestionmysupervisormadewasusingachecklistofsometype
fordatarecording.Ifeelthatwouldbeaaneasychangetomakeandprovideamore
organizedwaytotrackdatathroughoutthelesson.Checklistcanbeusednotonlyfora
lessonsuchasthis,butothersaswell.AfterlookingbackovermylessonIincluded
opportunitiesforquestions,butdidnotadequatelyexecuteprovidingopportunitiesfor
questionsthroughoutthelessonaswellasIcouldhave.InfuturelessonsIneedtobesure
toprovideampleopportunitiesforstudentstoaskquestionsduringteachingand
opportunityforpractice.

Name:____________________________

OneandTwoPartNumberPractice

Number

HowmanyT?

HowmanyI?

37

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