Ojasoo EDUC 410 1

Analysis of a Lesson:
Lesson Plan 2-10-2020
Teacher: Melissa Ojasoo
Grade: 1st
Content Area: Math

Content and Standards: 1.NBT.A.1

Prerequisites: Students will have participated in prior lessons on representing numbers

using base-ten system and quick pictures (sticks and stones)

Essential Questions: How can I use models and pictures to represent numbers up to
110?

Materials and Equipment: Base-ten magnetic blocks, dry erase supplies, student
workbook, teacher edition, online access to math curriculum.

Instructional Objective: At the conclusion of this lesson students will know how to read,
write and represent numbers from 100 to 110.

Instructional Procedures:

● Before: Students participate in a daily math warm up. Students start by

gathering on the carpeted large group meeting area. Students are introduced
to the 100’s game where they will count off by ones and who ever lands on 100
sits. Play continues as time allows. Students are to emphasize the progression
of the numbers. After students will participate in an interactive review on using
base-ten to represent numbers two ways. . This will allow me to check for
understanding from last week’s lesson that some students struggled with.
Students will then participate in today’s lesson using their white boards to show
their thinking as we read, write and represent numbers 100 to 110. We will
cover how many tens and ones are in those numbers and use quick pictures to
represent those numbers.
● During: Independent practice. Students will complete the independent practice
page in their work book.
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● After: Students complete independent workpage on their own. Once

completed, they will return to the carpeted areas to review skills taught during
the lesson and transition to social studies. .

Assessment: Students will be using white boards so that I can assess throughout the
lesson how well they are able to write and represent numbers using the base-ten
system. Students will also complete a set of problems independently in their math
workbook. These pages will be checked to ensure all students master the skills taught
in the lesson.

Differentiated Instruction: Students are allowed to work at varying paces during this
math lesson. Students who are advanced will be allowed to work at a more
independent pace and complete more of the practice problems. Students who are
struggling will work with support and may only complete the minimum of the first 6
problems.

This lesson opens with students returning from lunch and going right into math warm-up.

Students gather on our large group meeting rug. The week before we had completed a number

bonds warm-up game that involved making number bonds for 10. Today was the first day to

transition to a new warm-up, and since it was the 100th day of school, I decided that our warm-

up should be a game that involves 100. We are also modeling with base-ten blocks, reading

and writing numbers from 100 to 120 this week. The warm-up I chose tied into our 100th-day

celebrations and gave us some practice counting up to 100 (Domain 3c). Each day we will

tweak the warm-up to build on more skills such as, counting by 10’s and counting up to 120

(Domain 1a). Once the warm-up was introduced and we played a few rounds students were

asked to grab whiteboard supplies and have a seat on the carpet to start our lesson.

This lesson starts just like many of our math lessons by reviewing what was taught in the

previous lesson. Some students seemed to struggle with the lesson that involved showing a

number two ways so we took an extra day the week before to model numbers in more than one
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way. The students used whiteboards to represent a number two ways using the base-ten

system while one student used the board and magnetic base-ten manipulative (Domain 1d).

During this lesson, I also had to adjust and provide support for one student who was out the

entire week before due to illness. I paired this student with another student who could serve as

a model for her as she got caught up on the skills taught in the lessons she missed (Domain

1e). I also visited this student's desk several times during the lesson to check-in. After students

demonstrated that they were able to show a number 2 ways using the base-ten system to make

quick pictures on the whiteboards (Domain 1f), we then began our lesson.

Today’s lesson objective was to read, write and model numbers greater than 100 and up

to 110. Students use their dry erase boards to show their thinking as we modeled numbers.

Sitting as large group students practiced modeling and writing numbers on whiteboards. During

the lesson, I noticed that a few students were still struggling with writing numbers greater than

100. We did have a lesson before this lesson to practice this skill but a few questions from the

students prompted me to quickly review at that moment and then adjust the next day’s lesson to

include a review of that skill at the opening of the lesson. Students did, however, master the

skill of using the base-ten system to represent numbers 100-110. As I noticed some

organizational issues with student models we made adjustments as they worked. Students then

were transitioned to their desks for independent work time. The independent work pages

reflected student learning and provided me evidence that students can represent numbers 100-

110 using the base-ten system. Once students had completed their page they returned to the

large group meeting area where we had a recap of the skills taught.

After reflecting on this lesson I notice that I am still struggling to coordinate the lesson for

the various paces my learners work at (Domain 4a). You will notice that at some point in the

lesson a student had given the wrong answer, not because he was wrong but because he had

worked ahead and gave the answer to the problem he was working on. I feel unsure about how

and when to release those students who can work alone. My goal will be to find that release
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point for those students so they don’t get bored or frustrated (Domain 3c). I have provided

these students with game style practice and puzzles to solve once they completed their work

but I want to provide them with some further challenges as well.

On the opposite side of that, I have found it easier to support those who need more help.

Students who are struggling are often called to work in small groups while the rest of the group

continue independent work. These students are also allowed to complete fewer problems so

that I can take the time to work with them until they master the skill (Domain 1b). This has

worked well for our students and me as a teacher because as I work closely with those students

I can pinpoint places they need more practice or support in.

Today’s lesson went a little longer than it was supposed to. My timing has improved but

I find I almost always wish I had a little more time after each lesson. I wish I had more time to

discuss in detail their thinking as they work. We only have around 30 minutes once we

complete the warm-up. Trying to fit in discussions during a lesson has been challenging with the

time constraints of our day. I have found ways to include discussions throughout the day such

as pointing out how and when to use the strategies we use in math. Students are quick to

decide which strategy to use and why they chose that strategy. I like that students are

interested in talking about math other than our designated “math time” but I want to be sure to

incorporate their thoughts and ideas during the lesson too. My goal will be to find concise ways

to allow students to share their thinking that will fit within our time constraints.

Students during this lesson were a little more energetic than normal. This can be

attributed to the fact it was our 100th-day celebration. Students par that included completing

100 exercises throughout the day, reading special books and bringing in 100 mystery collections

for our classmates to guess. They are usually a little extra bouncy at this time due to just

getting back from lunch but today they were bursting with energy. Even with the repeated

reminders, students seemed focused on the lesson and worked productively during independent

and group practice time (Domain 2d).

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