UNLV/Department of Teaching and Learning

Elementary Lesson Plan Template

UNLV student: Ashley Loubert PSMT Name: Pam Siotas

Lesson Plan Everyday Lesson Plan Math & Science
Title: Mathematics 4.8-4.10, Topic:
Pebbles, Sand, and
Silt
Date: January17th-20th Estimated Time Math: 120 minutes;
Science: 90 minutes
Grade Level: 1st Grade School Site: Vegas Verdes ES

1. State Standard(s):
1.OA.1 - Use addition and subtraction within 20 to solve word problems.

1.OA.5 - Relate counting to addition and subtraction

1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on; making ten

1.NBT.3 - Compare two two-digit numbers based on meanings of the tens and ones digits.

1.MD.1 - Order three objects by length; compare the lengths of two objects indirectly by using a
third object.

Earth & Space Science 1.3.2 - Observe and describe size, shape, texture, color, and patterns of
rocks.

2. Teaching Model(s):
Direct Model
Student Centered
Lemov
Kagan

3. Objective(s):

Tuesday & Wednesday: Students will create combinations of ten.

Thursday: Students will add three numbers using strategies they know.
Friday: Students will be able to sort rocks by their properties.

4. Materials and Technology Resources:

Tuesday
Smart Board
Elmo
All About Numbers chart
Hands cut out
Interactive notebooks
Number Heads Together worksheet
Math packets
Ipads/computers

Wednesday
Smart Board
Elmo
All About Numbers chart
I can count to 120 worksheet
Fishing for 10 game
Fishing for ten recording sheet
Math Packets
Ipads/computers

Thursday
Smart Board
Elmo
All About Numbers chart
White Boards
Marker
Anchor Chart
Math Packets
Ipads/computers

Friday
Zip bag with 20 pebbles for each pair of students.
Hand lenses
Plastic cup
Peter and the Rocks
Paper towels
Water
Sorting worksheets 1 & 2
Anchor Chart

5. Instructional Procedures:
Tuesday: 4-8
 Developmental Activities or Learning Experiences:
1. Students will go to the computer lab for 30 minutes on ST Math.
2. Teacher will walk around and assist students as they are working.
3. Once finished students will sit on the carpet and get ready for All About Numbers.
4. Teacher will go over All About Numbers anchor chart with students using the number 85.
(Call & Response; Lemov)
5. Teacher will then open Number Talks on Smart Board. (6 + 6 + 1)
6. Teacher will ask students to think about their answer and have thumbs up when they
know. Teacher will ask, "Can you use any strategies we have learned to solve this
problem?" DOK 1
7. Teacher will call on quiet student for the answer.
8. Teacher will have students come up and explain how they got their answer.
9. Teacher will record their strategies on Smart Board.
10. Teacher will then demonstrate to students how they are going to create making tens hand
worksheet. Can you name all the combinations of 10? Blooms Remember
11. Teacher will show students to cut out hands and glue horizontally in their math
notebooks. Then have students write combinations of ten on the other side of their
notebook. ex: 1+9=10, 2+8=10, 3+7=10, etc.
12. Teacher will have combinations projected on Elmo for students to copy in their
notebooks.
13. Students will then get prepared for Number Heads Together (Kagan). Teacher will pass
out worksheet with three problems. Ask students, "Who can remember the steps for
Number Heads Together?" Blooms Remember
14. Teacher will read problem out loud and have students think/solve on their worksheet,
keeping their work to themselves.
15. Once all students at their table have their answers they will stand up and put their heads
together and discuss what they came up with him their groups.
16. Once students are seated teacher will know students are ready and call on a number from
each group and ask, What did you get for your answer and what strategy did you use to
get that answer? Blooms Apply. (Own & Track; Lemov)
17. Teacher and students will repeat this process for the next two problems.
18. Students will then go into their math groups to work on math packets.
19. Students will be working on math packets independently, working with the teacher, or on
the iPads or computers.
20. Groups will rotate every 15 minutes until each group has worked independently, with the
teacher, and using technology.

Closure: Teacher will go over combinations of tens with students using the making tens
hand worksheet.

Extension: Students can practice making tens using their hands worksheet.

Accommodations:
 1. Teacher will demonstrate making tens hand worksheet and have displayed on the elmo
with making tens equations.
2. Teacher will have Number Heads Together worksheet projected on elmo.

Modifications: None for this lesson.

Differentions:
1. When in math groups, students will work independently and with the teacher if they
are struggling.

Assessment and Evaluation of Learning:

Formative:
Teacher Observation
Making Tens Hand Worksheet
Summative:
Number Heads Together Worksheet

8. Homework Assignment: Making tens worksheet

Wednesday: 4-9

Developmental Activities or Learning Experiences:

1. Students will go to the computer lab for 30 minutes on ST Math.
2. Teacher will walk around and assist students as they are working.
3. Once finished students will sit on the carpet and get ready for All About Numbers.
4. Teacher will go over All About Numbers anchor chart with students using the number 86.
(Call & Response; Lemov)
5. Teacher will then open Number Talks on Smart Board. (6 + 6 - 1) Teacher will ask, "Can
you use any strategies we have learned to solve this problem?" DOK 1
6. Teacher will ask students to think about their answer and have thumbs up when they
know.
7. Teacher will call on quiet student for the answer.
8. Teacher will have students come up and explain how they got their answer.
9. Teacher will record their strategies on Smart Board.
10. Students will go back to their desks and get ready for simultaneous round table. (Kagan)
11. Teacher will pass out I can count to 120, fill in the blank, worksheet.
12. Students will write their name and date and put their pencils down and wait for the
teacher to start the timer.
13. Teacher will begin timer and students will have 45 seconds to fill in as many boxes as
possible.
14. Once timer goes off students will pass their paper clockwise and teacher will begin timer
for another 45 seconds. This process will repeat until students get their own papers back.
Students will finish and complete the worksheet on their own.
15. Teacher will then introduce Fishing for 10 game.
16. Teacher will pass out one set of index cards to each group.
 17. Teacher will explain that each students goal is to collect as many combinations of ten as
possible. Teacher will ask, "If you get a combination that does not equal ten are you
going to write it on your paper?" DOK 3
18. Teacher will read off instructions. (Attached at end of lesson plans). Teacher will ask
students, "What are some strategies you can use to help you during this game?" Blooms
Apply
19. Students will play with their groups and record their combinations of 10 on worksheet.
20. Students will then go into their math groups to work on math packets.
21. Students will be working on math packets independently, working with the teacher, or on
the iPads or computers.
22. Groups will rotate every 15 minutes until each group has worked independently, with the
teacher, and using technology.

Closure: Students will share different combinations of making ten they made
during Fishing for 10 game.

Extension: If students finish fishing for 10 worksheet they can continue playing
game with friends.

Accommodations:
2. Teacher will have combinations of ten written out for students who are struggling to help
them with the game.

Modifications: None for this lesson

Differentions:

1. When in math groups, students will work independently and with the teacher if they are
struggling.

Assessment and Evaluation of Learning:

Formative:
Teacher observation
I can count to 120 worksheet

Summative:
Fishing for 10 Worksheet

8. Homework Assignment: N/A

Thursday: 4-10

Developmental Activities or Learning Experiences:

1. Students will go to the computer lab for 30 minutes on ST Math.
2. Teacher will walk around and assist students as they are working.
3. Once finished students will sit on the carpet and get ready for All About Numbers.
 4. Teacher will go over All About Numbers anchor chart with students using the number 87.
(Call & Response; Lemov)
5. Teacher will then open Number Talks on Smart Board. (8 + 8 + 2) Teacher will ask, Can
you use any strategies we have learned to solve this problem? DOK 1
6. Teacher will ask students to think about their answer and have thumbs up when they
know.
7. Teacher will call on quiet student for the answer.
8. Teacher will have students come up and explain how they got their answer.
9. Teacher will record their strategies on Smart Board.
10. Students will go back to desks and get out their white boards and a marker for Show
Down. (Kagan)
11. Teacher will write first equation on the SmartBoard and students will solve on their
whiteboards on their own. (4 + 7 + 3, 2 + 3 + 5, 8 + 2 + 5)
12. Captains at the table will say show down and students will show their whiteboards to
their tables. Students will talk about their answers.
13. Teacher will then go over answers with students once they are done discussing. Teacher
will ask, "Who can explain to me how they got their answer? Blooms Understand
14. Teacher will repeat for next two problems.
15. Students will then go into their math groups to work on math packets.
16. Students will be working on math packets independently, working with the teacher, or on
the iPads or computers.
17. Groups will rotate every 15 minutes until each group has worked independently, with the
teacher, and using technology.
Closure:
Teacher will call students to sit by the anchor chart. Teacher will ask, What are
some strategies that can help us when adding three numbers together? Blooms
Apply
Teacher will go over strategies for adding three numbers. Ex, making tens,
doubles, and looking for 0. What do you think could help us if none of
the numbers next to each other made ten, where doubles, or had a zero? Blooms
Analyze (look for students answer to be to move around numbers to make tens or
doubles)

Extension: Students can work on making equations adding three numbers.

Accommodations:
1. Teacher will have problems for showdown written on board for students to see before and
after they solve them.
2. Teacher will have anchor chart up in the classroom for students to refer back to for strategies.

Modifications: None for this lesson.

Differentions: When in math groups, students will work independently and with the teacher if
they are struggling.
 Assessment and Evaluation of Learning:
Formative:
Teacher Observation
Anchor Chart

Summative:
Show down problems

8. Homework Assignment: N/A

Friday: Science- Rocks

Developmental Activities or Learning Experiences:

1. Have students come to carpet and read Peter and the Rocks to students.
2. Then bring out bag of river rocks, show students and tell them, Today I brought
different rocks to class. They are the kind of rocks you would find at the bottom of a
river. Ask students, What kind of rocks do you think you would find at the bottom of
river? Blooms Analyze
3. Explain to students that you will pair them up and they will get a bag of river rocks to
share.
4. Each pair of students will be observing and sorting the rocks in as many different ways as
possible. Ask Students, What kind of ways do you think we can sort rocks? DOK 3
5. Once students have been sorting for about 15 mins get students attention and explain that
they will be getting a cup of water. Explain they will use this to dip the rocks in and sort
the rocks again after they are wet. Ask, Predict what you think is going to happen when
the rocks are dipped in water? Blooms Apply
6. Have students clean up and go back to the carpet. Discuss the different ways they sorted
and what happened when the rocks went in the water and record on anchor chart. (Cold
Call; Lemov) After spending some time sorting the rocks, what were some ways you
discovered that you can sort rocks by? DOK 2
7. Have students write in their science notebooks different ways they can sort rocks.
8. Write on board for them to copy: I can sort rocks by
9. Students must write 5 ways they talked about and come up with 2 ways on their own.
10. Once students are done writing in their notebooks have them come sit on the carpet.
11. Explain to students they will be playing sorting games using rocks.
12. Each pair of students will get two sorting worksheets.
13. Students can play one sorting game with worksheet 2 where they put one rock in the left
column and then all the rocks that share the same property in the column on the right
next to it.
14. Students can also play sorting game using worksheet 1 where one student chooses two
rocks and places them in a circle. Other student has to guess the rule used to pair the
rocks.
15. Have students play for the remainder of class.

Closure:
At the end teacher will explain to students that they are going to receive a zip lock
 bag to take home over the weekend. Introduce collecting rocks and tell students to
collect rocks and bring them in the zip lock bag to class the following week.

Extension: Students can sort rocks using the worksheet they didn't use. (1 or 2)

Accommodations:
1. Teacher will write and have up on elmo different ways to sort rocks.

Modifications: None for this lesson

Differentions:
1. Teacher will work with students at the back table that are struggling.
2. Students who are struggling can copy in their notebooks ways to sort off elmo.

1. Assessment and Evaluation of Learning:

Formative:
Teacher observation
Sorting rocks game

Summative:
Science Notebook

8. Homework Assignment: N/A