T&L Instructional Plan Template

Background Information
Teacher Candidate: Amber Sage
Cooperating Teacher: Leanne Fuller
School District: Clarkston School District
University Supervisor: Gordon Steinbis
Unit/Subject: Math
Instructional Plan Title/Focus: Place Value

Date: 2/10/16
Grade: 1
School: Highland Elementary

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Students are currently learning about place value. This will continue on
for my math lesson. Students are going to do some review with me to find out how they are doing with
the concept and then break off into groups to complete a worksheet.
b. State/National Learning Standards:
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
SWBAT identify a bundle of ten (CCSS.MATH.CONTENT.1.NBT.B.2.A)
SWBAT compose two digit numbers with tens and ones (CCSS.MATH.CONTENT.1.NBT.B.2.B)
SWBAT identify groups of ten (CCSS.MATH.CONTENT.1.NBT.B.2.C)
Language Objectives:
SWBAT collaborate with their peers (SL.1.1)
d. Previous Learning Experiences: Previously, students have been learning about tens and ones. They
know what a quick ten is and use them to show bigger numbers. They draw single lines for tens and
squares for ones. Also, students know that once you hit double digits, you have to move over to the next
place value. They have been practicing this by adding straws, for every day they have been in school, to
a place value setup.
e. Planning for Student Learning Needs
English Language Learners: The two ELL students will be able to discuss any comprehension
issues with their teacher.
1

Behavioral problems: The students with behavioral problems will be monitored and issues will
be dealt with as needed, like any other day.
Reading difficulties: Any students with reading difficulties, will be able to obtain help from their
teacher working with them.

f. Assessment Strategies
Content/Language Objectives
SWBAT identify a bundle of ten
(CCSS.MATH.CONTENT.1.NBT.B.2.A)
SWBAT identify groups of ten
(CCSS.MATH.CONTENT.1.NBT.B.2.C)
SWBAT compose two digit numbers with
tens and ones
(CCSS.MATH.CONTENT.1.NBT.B.2.B)
SWBAT collaborate with their peers
(SL.1.1)

Assessment Strategies
Informal: Worksheet
While circling groups of then, they are identifying
bundles.
Informal: Worksheet
Students are asked to circle groups of then in their
worksheet while they solve the problems. I will look for
those circles.
Informal: Worksheet
Students will complete a worksheet with their teacher
and identify two digit numbers by looking at tens and
ones.
Informal: Eavesdropping
This will happen during the time on the carpet. They will
be asked a series of questions.
1. Why is it important to understand place value?
2. What does greater than mean?
3. What does less than mean?
4. How much is a dime worth?
5. How much is a penny worth?

g. Student Voice:

K-12 students will be able to:

1. Explain student learning
targets and what is required to
meet them (including why
they are important to learn).

2. Monitor their own learning

progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).

Student-based evidence to
be collected (things
produced by)
Thinking thumbs/turn and
talk

Description of how students will

reflect on their learning.
They will be asked a series of
questions as stated in the learning
steps regarding our topic and
objectives and be asked to talk to
their peers as well as show me their
thinking thumbs.
1. What does greater than mean?
2. What does less than mean?
3. How much is a dime worth?
4. How much is a penny worth?
I will look over the worksheet they
complete and look for understanding.

Worksheet

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

I will have students turn and talk

about their elbow partners regarding
Eavesdropping
this question.
5. Why is it important to understand
place value?
I am looking for something
surrounding understanding tens and
ones groups.
h. Grouping of Students for Instruction: Students will start this lesson on the carpet as a whole group.
From there, they will move in three groups that we use for math time. They will each have a teacher to
work with in their groups.
Section 2: Instruction and Engaging Students in Learning
1. Introduction: Students will be signaled to go sit on their paws and will then be asked a series of
questions that they will discuss with their peers and myself. We will also do three math problems to get
them ready for the worksheet they are going to complete.
2. Questions:
1. Why is it important to understand place value?
2. What does greater than mean?
3. What does less than mean?
4. How much is a dime worth?
5. How much is a penny worth?
3. Learning Activities:
3

Learning Steps and Activities

Supporting Theories/Principles

Students are going to start off on the carpet after I transition

them to it from the previous activity. I will then start asking
students some questions.
1. Why do you think its important to understand place
value?
Then I will tell them to turn and talk to their elbow partners
about it. I will listen for answers and identify one that will help
the class fully grasp the idea. I am looking for something about
understanding your tens and ones places to make two digit
numbers.
2. What does greater than mean?
I will have them use thinking thumbs here. Then have one
student raise their hand to explain.
3. What does less than mean?
I will just have students raise their hands quietly and wait to be
called on for this one.
4. How much is a dime worth?
5. How much is a penny worth?
Students will blow it in their hand and wait for me to say
release and shout the answer for both of these questions.

This series of questions will help

students start thinking about their math
problems and give them a review of
the information they will need to know
to successfully complete it.

Next, students will answer the three questions I have written as

follows

These problems will help prepare them

for the worksheet they are about to
complete. By doing these problems
first, they are better prepared to
complete the worksheet in a timely
manner. This should help it go more
smoothly.

1. Circle the greater number

3 tens 4 ones
2 tens 1 one
I will have students use thinking thumbs and then select one
student to give me an answer.

I will include student voice here to

find students that are struggling with
the terms and make sure they fully
understand.

2. Circle the set of coins that have less

This one has two dimes on one side and one dime
and two pennies on the other.
I will have students use thinking thumbs and then select one
student to give me an answer.
3. This one has two drawings. You circle the one with less
items. One has two bundles of ten and four singles. The
other has one bundle of ten and six singles. They also fill
in the amount in each picture.
I will select one student to come up and do this problem in
front of the class.
Then they will be signaled to go to their math group teachers
tables. This concludes the carpet time.
Students will go to their groups and do the remaining

By breaking them up into three groups,

4

worksheet with help and guidance from their teacher. Once

they are all finished, they can work on place value
manipulatives with their teacher and peers.

they will be able to receive a better

amount of attention and guidance and
therefore complete the worksheet with
better understanding.

4. Closure: The students will finish the lesson off by working with manipulatives. They will show two
digit numbers by using tens and ones and be asked to add or subtract 1 or 10 at a time.
5. Independent Practice: Students are encouraged to create their own examples of place value problems.
They are told to use quick tens and ones to show two digit numbers.
6. Instructional Materials, Resources, and Technology: Worksheet included
7. Acknowledgements: Common Core State Standards website and Worksheet from mentor teacher