Lesson Plan Title: Lead-in Part

Date:08/20/2018

Subject: Math Grade: 1

Topic: the number sequence, 0 to 100 Essential Question:

Why is it important to learn the number sequence?

Materials:

Textbooks(for students to learn concept and count pages)

Calculators

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

Say the number sequence, 0 to 100, by:

1s forward and backward between any two given numbers

Broad Areas of Learning:

Building a Disposition for Learning

Students engaged in constructing and applying mathematical knowledge in an authentic learning

environment, which includes a variety of experiences and contexts, build a positive disposition for

learning. In mathematics, an environment that supports risk taking allows students to learn from

errors and to appreciate the value of errors in learning. In such an environment, students manipulate

objects and ideas, value multiple ways of arriving at a solution, build confidence, and develop

perseverance. When actively exploring mathematical content through inquiry in an appropriate

environment, students develop mathematical reasoning, number sense, spatial sense, and a positive

attitude towards mathematics.

Building a Sense of Self and Community

Exploring mathematics in a collaborative learning environment, rich in dialogue, provides

opportunities for students to strengthen connections with others. When students work together to

explore, negotiate, reflect, and construct personal strategies, students achieve a deeper understanding

of mathematics. As well, students experience different points of view and learn to value diversity of

perspectives and ways of knowing. In such an environment, students learn and come to value personal

understandings, accomplishments, and contributions. As a member of a group, each student

contributes to the learning community and social climate of the classroom.

Building Engaged Citizens

Co-planning the learning environment empowers students to communicate and make decisions about

learning. It also enables students to contribute to the social harmony of the learning community.

Mathematical exploration and analysis brings a unique perspective and way of learning to view and

construct one’s understanding of the world through a mathematical lens. Such processes also help

students develop a greater respect for and understanding of how different points of views and options

can strengthen thinking and potential options. Students become engaged citizens, who solve problems

and make personal decisions regarding their roles and contributions to the world.

Cross-Curricular Competencies:

Constructing Knowledge

Students construct meaning of mathematical language and concepts when engaged in an inquiry-

based and problem-solving environment that provides opportunities to think critically and creatively.

Moreover, students gain a deeper understanding of mathematics when actively exploring and
applying mathematics in relevant and varied contexts. Mathematics enables students to consider

different perspectives, connections, and relationships in the world.

Identity and Interdependence

Students become confident in mathematics when supported in taking risks in an accepting and

respectful environment that promotes self-reflection. When interacting with others to explore and

solve problems, students discuss and negotiate strategies and solutions. Students learn to contribute,

to respect each others’ ideas, and to act responsibly. A purposeful approach to learning mathematics

allows students to appreciate their role in the planning, organizing, and management of the learning

environment.

Developing Literacy

Students develop mathematical literacy by representing their environment through words, numbers,

music, and drama. Students explore and use a variety of representations for mathematical concepts.

Using auditory, visual, and symbolic representations as well as concrete manipulative and physical

movement, deepens students’ understanding of mathematics and allows them to communicate

understandings.

Social Responsibility

When engaged in the co-construction of mathematical knowledge, students are respectful when

understanding and considering others’ ideas, perspectives, suggestions, and contributions. Students

become aware of the possibility of more than one solution to a problem or

situation, and they learn to work with others to negotiate solutions to problems in the school, the

community, and the world. When working in a group exploring mathematical problems, students learn

to negotiate to resolve conflicts.

Outcome(s):

Say the number sequence, 0 to 100, by:

 1s forward and backward between any two given numbers

PGP Goals:

1.1 - Demonstrates close interaction with students.

1.1 - Demonstrates gradual understanding of students’ mode of thinking.

1.1 - Demonstrates better approaches of getting to know about students.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next

steps.

1.

Students will use a textbook for counting practice. Every student should say out the number they get

so that the teacher can have a grasp of where they are.

2.

Students will illustrate any of connections between tens digit and single digit of numbers in a certain

number sequence(e.g. 02, 12, 22, between 0 to 100) and find the ways in which numbers are formed.

Finally they will present their work in the front of class.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have

learned.

It’s just the beginning of the unit; therefore there is no assessment of learning activity.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Let them count how many members are in our class.

Main Procedures/Strategies:

1. In last class

Tell students to bring a calculator, paper, a pen and the textbook.

2. 1 min

The teacher will talk students through today’s arrangement.

3. 4 min

Every student will bring a calculator to present the numbers given by the teacher to get familiar with

double-digit numbers.

4. 5 min

Students will turn the textbook to the page of a number given by the teacher, on which is the related

mathematical concept.

5. 5 min

Students will use the textbook for counting practice. The paginal numbers will be given by the

teacher, and students will count the pages between them. Every student should say out the number

they get so that the teacher can have a grasp of where they are.

6. 15 min
 Students will form groups of 4 by seat and choose to illustrate one of many connections they find

between tens digit and single digit of numbers in a certain number sequence(e.g. 02, 12, 22, between 0

to 100) . With the help of teacher, students will find the general ways in which numbers are formed.

7. 15 min

Finally, they will present their work in the front of class.

If time permits, students may also listen to a catchy song concerning the outcome of the class as a

wrapping up.

Adaptations/Differentiation:

Students will asked to preview and review to narrow the gaps between individuals.

There will be several support groups for underachievers and overachievers. The intra-group

discussion should be recorded as a part of homework.

Closing of lesson:

The teacher will clap hands to draw everyone’s attention and give a comprehensive comment about

the class. Then the teacher will stress on the main points taught today and talk about assignment and

the essential question of this unit.

Personal Reflection:

This lesson serves as an important step to outcome for it includes converting of number sense. The

presentation part will help students develop confidence, which will be of great help to the assessment of

learning.
Building a Disposition for Learning will demonstrate itself as the presentation part, which will help

students understanding number sense. Building a Sense of Self and Community will serve as support

groups.

The familiarity generated from using calculators will make the whole process sub-ready.

I will give clear instructions and good examples in class to ensure clarity. The group work also helps

classroom management for the students will supervise and monitor one another.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)