Indicators in bold are specific to edTPA
NAME: Jenny Spiller
Common Core Standards
IEP Goal [if applicable]
Primary learning target
Primary Lesson Objective
Student-friendly learning
target
Pre-assessment/baseline data
Primary Learning Target
Formative Assessment:
How will you monitor
students progress on
lesson objective?
Summative Evaluation:
How will the student be
evaluated?
Content Analysis:
Considerations:
LESSON: Two Digit Numbers GRADE: First
CCSS.MATH: Number and Operations in Base Ten- 1.NBT.3
N/A
N/A
After reviewing counting on with two digit numbers, students will compare two digit
numbers with 100% accuracy.
What: Count on and Compare two digit numbers.
Why: To know which is more.
How: I will use my fingers to count on and use compare symbols.
N/A
Raised hands
Thumbs up or down
Ability to answer questions accurately
Students will practice comparing numbers on a worksheet.
Task 1
1. Write 38+7
2. Solve using fingers
3. Solve using counting on method
4. Solve using tens sticks and ones circles
5. Repeat 2-4 with 67+4, 52+6, 78+5
Task 2
1. Roll dice to get two, 2-digit numbers
2. Write numbers on worksheet
3. Compare by looking at tens place value and ones values
4. Repeat till worksheet is finished
Math Expressions Common Core by Houghton Mifflin Harcourt
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: Two Digit Numbers GRADE: First

Resources: Document camera/Projector

Materials: Worksheet
Accommodation Paper/pencil
Modifications Dice
Technology: Give me 5 poster
Alligator Poster

Opening/Motivation: What the teacher does What the student does

Signal for attention
Engagement and activate
interest
Connection to prior
learning
Review previous lesson
Student-friendly learning
target
Communicate behavior
expectations
Vocabulary
1. Behavior Expectations and Signal for Attention Show give me
A. Say: we will follow our give me five expectations five
B. Review what give me five looks like. Respond to
i. Eyes on speaker (make big eyes) alligator
ii. Lips closed (zip the lips) Sing alligator
iii. Ears listening (lean in with ears) song
iv. Sit up straight (make super straight backs) Say how as a
v. Hands and feet quiet (put feet on floor and class on target
hands in lap) Play one
C. Say: Today we are talking about alligators in math less/greater
so we are going to use an alligator response. When game
I say Alligator Alligator you say Chomp Chomp
Chomp.
i. Show the arm movement for Chomp
Chomp Chomp
2. Activate Interest and Present Learning Target
A. Say: today we are learning about counting on into
the next decade and comparing two digit numbers.
B. Say: we want to learn how to compare numbers so
that if someone asks if we want 32 pieces of candy
or 42 we can say we want more which is 42.
C. Say: we will do this using our fingers, counting on,
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: Two Digit Numbers GRADE: First

and our compare symbols.

i. Say: together lets say, I will use my fingers
to count on and compare symbols.
3. Vocabulary
A. Counting on method
i. Say: remember we underline the bigger
number and then count on from there with
our fingers or by drawing ones circles
B. Place value with two digit numbers
i. Say: for example we have the number 32
(write on board) the 3 is in the tens place
and the 2 is in the ones place, meaning we
have 3 tens sticks and 2 ones circles.
C. Compare symbols
i. Show the hungry alligator poster
ii. Sing the song together Mr. Gator likes to
munch Juicy numbers for his lunch. Small
numbers make his belly sore. Big numbers
make him shout for more! When Mr. Gator
takes a bite Large numbers feed his
appetite.
iii. Review on white board the three symbols
4. Activate Prior Knowledge
A. Play the one more tiger game
i. Write a two digit number ending with 9 on
the board
ii. Say: (number) tigers at the door.
iii. Response: heres one more thats (number).
B. Play the one less tiger game
i. Write a decade number on the board
Indicators in bold are specific to edTPA
NAME: Jenny Spiller
OUTLINE of Learning sequence: Demonstration
Presentation of
information
Model and demonstrate
the new skill, strategy, or
concept
Active engagement
LESSON: Two Digit Numbers GRADE: First
ii. Say: (number) tigers in a line.
iii. Response: one less, now there (number).
1. Demonstrate counting on Solve problems
A. Write 38+7 on the board Count as a class
i. Say: we are going to solve this problem Whisper to
using three different ways so that you can partner
choose which way works best for you
B. Solve using fingers
i. Say: first we are going to use our fingers
to count on, everybody hold up your
fingers and count with me
ii. Start at 38 and count with fingers until
you have seven fingers up
C. Solve using counting on with ones circles
i. Write the number 38
ii. Say: we are going to draw seven ones
circles to count on from 38, count with
me as I draw the circles
iii. Say: we are now going to loop the loose
ones with 38 to make 40
iv. Make the equation 40+5=45 below the
drawing
v. Say: now we can see that we took two
ones circles to make 40 then we added
the left over ones making 45
D. Solve using tens sticks and ones circles
i. Draw out the number 38 using tens sticks
and ones circles next to this drawing
draw seven ones circles
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: Two Digit Numbers GRADE: First

ii. Say: Now lets make a loop around the

tens sticks and ones circles that make the
number 40
iii. Then write the number 40 below
iv. Say: class count with me the number of
ones circles we have left, then write plus
five below
v. Count on from forty as a class to solve the
problem
2. Supervised practice
A. Write 52+6 on the board
i. Say: now lets solve one with our fingers, I
am looking for someone sitting in their
seat quietly to come lead the class with
counting on with their fingers
ii. Choose a students to come up and count
on with their fingers have everyone count
with them
iii. Write the solution on the board
B. Write 78+5 on the board
i. Say: now I am looking for someone that
can come up and count on using ones
circles
ii. Choose a student to solve the problem
using ones circles
iii. Say: draw 5 ones circles on the board and
loop the loose ones when they have made
a new decade number
iv. Say: class watch to see if they are doing it
write
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: Two Digit Numbers GRADE: First

C. Write 67+4 on the board

i. Say: now I am looking for a quiet student
to solve this problem using tens sticks
and ones circles
ii. Have the student draw the numbers out
and loop the loose ones when they make
a new ten
iii. Say: Class whisper to your neighbor to
talk about if they are doing it right
3. More supervised practice
A. Pass out work sheet page 126
i. Say: class now its your turn to solve the
problems you can use your fingers, ones
circles or tens sticks and ones circles to
solve the problem which ever way is
easiest for you
ii. Walk around to see if they are
understanding and to see what method
they chose
4. Demonstrate comparing two digit numbers
A. Have students pull out work sheet page 125
B. Roll dice to make two, 2-digit numbers
i. Write the numbers you drew on the work
sheet inside the bread slices
C. Say: We are going to compare these two
numbers to see which one is bigger we look at
the tens place (if tens place is same then look at
ones place)
5. Supervised Practice of comparing numbers
A. Roll two new numbers
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: Two Digit Numbers GRADE: First

B. Call on students to come up and solve the

problem ask why that number is bigger
6. More supervised practice of comparing numbers
A. Pass out dice and have students pair up with
elbow partner
B. Say: Class you will now do the rest of these
problems if you have questions raise your hand,
when you finish you can work on the other side
and then turn in and pull out your mystery math
booklets
C. Have students solve problems
D. Walk around to check for understanding
OUTLINE of Supervised Practice/Feedback:
Sequence of activities See OUTLINE of Learning sequence: Demonstration
Opportunities to practice
Check for understanding
Check for readiness to
work independently
Provide specific N/A
feedback
Opportunities to
correct/revise their
work
OUTLINE of Independent Practice:
Allow students to N/A
evaluate their work
Application
Closure: 1. Say: Alligator Alligator (response chomp chomp chomp)
Revisit student-friendly 2. Review target
target A. Say: today we learned about Counting on and Comparing two digit numbers.
Indicators in bold are specific to edTPA
NAME: Jenny Spiller
Review key content
Checks for understanding
Transition
Back-up plan or additional
practice:
Plan for those who finish
early
How will you re-teach
strategy for those who
need help?
Strategies for generalization,
maintenance or next steps:
How will students
evaluate their own work?
Expressive and Receptive
Communication [How will
students articulate their
learning?]
What functions are
LESSON: Two Digit Numbers GRADE: First
B. Say: we learned this because so that we know which is more.
C. Say: and everybody with me say how we did this I will use my fingers to
count on and use compare symbols.
3. Review content
A. Say: lets all review our greater than and less than symbols with the gator
song
i. Sing song off of poster as a class
4. Check for understanding
A. Ask class to make a rating of 1-5 five being they got it and 1 meaning they
need more help
i. Tell them to make the numbers with their hands and put it up to their
chest
5. Transition
A. Have students continue on worksheet until time is up
B. When it is time have the students put supplies away and line up for recess
1. For those who finish early will work on mystery math booklets.
2. If students need further explanation for activity one will be encouraged to use the
method that works best for them.
3. If students struggle with activity two then I will have set examples for what the
greater than, less than and equal symbols look like so that they can use that as a key.
N/A
N/A
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: Two Digit Numbers GRADE: First

necessary for this lesson,

i.e. write, sign, listen,
read, etc?
In what form will the
students produce their
work to demonstrate
their understanding of the
objective(s)?