Lesson Preparation

Teacher Candidate: Amber Chesney Title of Lesson: Groups of Ten activity Grade Level: Firs t Grade Subject Area: Mathematics Place Value Lesson Topic (What is the big idea?): To help students understand the concept of the tens place and the ones place by doing an activity. What standard(s)/IEP goal(s) will it address? Colorado Academic Standards (2010) Grade Level Expectation: First Grade Content Area: Mathematics Standard 1: Number Sense, Properties, and Operations 1. The whole number system describes place value relationships within and beyond 100 and forms the foundation for efficient algorithms 2. Number relationships can be used to solve addition and subtraction problems

Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn about the tens place and the ones place by doing an activity involving counting objects, writing down the number of objects, and then breaking the number into tens and ones. Supporting Objectives: Students will practice one to one correspondence. Students will write numbers legibly. Specific Strategies (conspicuous) to be taught/modeled: In this activity, pairs of students will count objects in bags and then transfer their information onto a chart. The chart will consist of a column for the students to draw the objects, a column for the students to write the number of objects, and a column for them to break their numbers down into tens and ones.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? Students will be paired based upon how well they work together. Students can refer to the place value chart on the wall if they need assistance in determining the tens and ones places. What background knowledge do the students have? How will you assess students learning pre, during and post? Prior to the lesson, I will review place value with the class and we will do some examples of how to break up a two digit number into the tens place and the ones place. I will also review zero and how that number acts as a place holder. Then the students will take a quick pre assessment involving breaking some two digit numbers into tens and ones on a worksheet. These numbers will be the same as the numbers of the objects in the bags, so I can re-assess after the lesson. During the activity, I will walk around the room and observe how students are working together and to monitor their success or challenges with the activity. I will give input where appropriate and necessary. After the lesson, the class will come together as a large group and go over the answers. Without using names, we will discuss some of the wrong answers, why they are wrong, and how they can be fixed. Students will have an active part in participating in this part of the lesson by giving their own input and ideas. What management/grouping issues do you need to consider? Students will be grouped into pairs based upon how well students work together. I will pair students as close to like abilities as possible. This is a fun activity with all of the bags of objects, so I will need to make sure that the excitement does not get out of hand. If the class gets too noisy during this activity, I will turn off the lights to get their attention, and speak to them about the noise level. Materials and Resources: Materials for this lesson: 10 paper bags filled with different numbers of different objects. Charts for the students to be able to record their data. Resources for this lesson: Sherman, H., Richardson, L., & Yard, G. (2005). Teaching children who struggle with mathematics. (pp. 17-37). Upper Saddle River, New Jersey: Pearson Education, Inc. Van de Walle, J., Karp, K., & Bay-Williams, J. (2013). Elementary and middle school mathematics. (International ed.). (pp. 197-199). Boston, Massachusetts: Pearson Education, Inc.

How/where will students be able to integrate (generalize) this learning? Students will use what they learn about place value in this lesson, in all of their higher math classes as they progress through their education. This activity will help them in any other class where they have to recognize and understand numbers. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will evaluate student learning by administering a pre and post test to determine the students level of academic success after the lesson. I will also check for understanding during the lesson by walking around the room and observing students. After the lesson, the students and I will review their data and we will discuss their answers. I will also refer students to remembering this activity whenever they are having difficulty with their tens and ones places.

Lesson Title: Groups of Ten

Main Objective of this lesson: (CONTENT-PROCESS) To help students with their understanding of the tens and ones places. Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. Yesterday, students began learning about the ones place and the tens place and then did a short worksheet in which they took a two digit number and determined which of the two numbers was in the ones place and which one was in the tens place. Before starting the lesson, I will review what the students learned yesterday about the ones place and the tens place. We will do several examples on the board, during which, I will ask for student input. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is a structured discovery lesson. Strategies (I Do/ how will you guide students to construct meaning for themselves): There are ten stations around the room each with a paper bag full of objects. I will model the activity by taking one of the bags and emptying it on a desk. I will identify the objects and draw a picture on the chart. Then I will count the objects and write the number on the chart. For the final task for this bag, I will break the number up into the tens and ones place and write that on the chart. Then I will group the students into pairs.

Differentiation: During the beginning of the activity, I will walk around the classroom to check for understanding and offer help where needed. Within the first five minutes of the activity, I expect students to be able to do this activity on their own, asking peers for help if they need it. I will encourage this by reminding the class that they can ask each other for help if they need it. Having students help each other will expand their learning.

Guided Practice (We Do/students present): The students and I will do a couple of examples with bags that I have prepared only for the guided practice part of the lesson. We will fill in a chart that I have prepared for use on the overhead.

Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. Pairs of students will participate in the activity and make their way around the room to all stations. After everyone has taken their data, we will meet again in a large group to go over the answers and discuss any that are not correct. This discussion will include why they are incorrect and how they can be made correct, and will be accomplished with student input.

IV.

Reflect Lesson Reflection Lesson Evaluation Directly linked to procedures, strategies, timing and accommodations/ modifications (what went well, what would you change the next time you teach this concept): Next Steps:

Student Progress (linked to standards, goals and objectives