CCSU Lesson Plan Template

Student Teacher: Moira Honyotski

Grade Level: First Grade
Lesson Date: September 24, 2015
Name of Lesson: Number Lines
Common Core State Standard(s)

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two d igits of a two-digit number represent amounts of tens and ones.
CCSS.MATH.CONTENT.1.NBT.B.2.A10 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).

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.

Students will understand the value of numbers in the tens and ones place.

Rationale for Objective: How does this lesson support previous and subsequent learning?
Prior to this students will h ave learned about counting by tens and as well as two digit
numbers. F rom this, students will then be introduced to addition and subtraction as well as
place values for larger digit numbers.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?

I will observe students in the classroom and help with any clarifications. Some students may
require more time with manipulatives. The teacher should also pair students with one another
so they can orally help each other. At the end of this lesson students will be assigned
homework. The teacher will then determine who has mastered this concept.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
Students will begin in their seats as the teacher introduces the lesson. They will be handed out
tens bundles and ones units. Students will transition when they are called to the Smart Board.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
The teacher will demonstrate d irect instruction to initially begin the lesson. Students
should individually grasp this concept before they begin another. Then cooperative
learning will begin as students work on the smart board. The teacher will make sure to
check in with the whole class if what the student has done is done correctly. Students will
then work cooperatively in groups with one another checking to see if they agree on
answers. This way they are monitoring one another.

Materials/Resources needed for this lesson

SmartBoard
Computer
Screencast
Ones Units and Tens B undles

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
Different students will be called upon during the lesson. Students will be called to the
Smart board to practice creating numbers using the tens bundle and the one u nits.
Students of all ranges and abilities should be called on so clarification can occur.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
Its difficult to say how I will differentiate a lesson without knowing whom the lesson will be
taught to. However, for a group of slower learners the teacher could bring them in front of the
smart board for a longer time while the other students continue to work on their base ten
blocks at their seats. Students who are advanced could b egin thinking about other place values
like hundreds and thousands.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
Being by telling the class they are done so well learning their numbers and counting to ten.
Then draw a two digit number on the board and ask what the first digit value is and the
second digit value is. Allow for class d iscussion and then begin teaching the students about the
values of the n umbers. We use numbers everywhere in sports, cooking, playing and school so
it is important to know their values

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
Following the initiation students will then demonstrate their learning by coming up to the
smart board and dragging tens and ones to create the two digit number posted. For example if
the number is 42 a child will come to the board and drag four ten bundles and 2 one units. Or a
teacher can p ut up the one units and ten bundles asking the child to state what number is
represented. The class will then respond if this is correct. Students should be required to justify
their answer and count using the tens and ones to get to their number.
Following the SmartBoard interaction students will work in small groups to complete a
worksheet that requires the use of base ten manipulative. Students will be asked to represent
numbers as well as draw. Those students who are struggling will come back to the front of the
class for more work on the SmartBoard. Smaller groups will allow for clarification and
questions.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
Boys and girls you have done such an amazing job with place value today. As you
continue to get better we can look at bigger numbers like 300 and 1,000. I will
introduce to you guys the 100 flat which is 100 units. What do you predict we will do
with these larger numbers?

Tonight for homework you will have a worksheet reviewing what we did in class. You
will be required to draw your tens and ones. If you have any questions you can watch
the screen cast on our school blog.

Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?

Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the
lesson supports this?
Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.