SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
CK
Maria Campbell/ PDE Lesson Plan @www.pdesas.org
Mathematics
1st Grade
45-60 minutes
Math problems can be represented with numbers and
symbols.
Math can be represented with numbers that are equal
or unequal.
Math problems can be solved or estimated using handson materials.
Patterns can be used to represent math concepts and
problems.
How is mathematics used to quantify, compare,
represent, and model numbers?
Simpler: How can we use math to measure/count,
compare, symbolize, and show numbers?
CC.2.1.1.B.1 Extend the counting sequence to read and
write numerals to represent objects.
CC.2.1.1.B.2 Use place value concepts to represent amounts
of tens and ones and to compare two digit numbers.

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

As a class, students will count by 10s and switch to 1s

aloud with 100% accuracy.
With a partner, students will name a number
represented by base-ten blocks with 90% accuracy
(9/10 times within the activity).
With a partner, students will match numbers with
displays of base-ten blocks with the matching game.
This will be done with 90% accuracy (9/10 times within
the game).
With a partner, students will use base-ten blocks to
represent numbers (Count & Pass game), with at least
90% accuracy.
Regular Education Students:
The children will answer the introductory questions,
engage in the activity with a partner, and complete the
independent practice (matching game).
The students will answer the prompting questions
provided by the teacher and demonstrate their
understanding of the topic
For ELLs:
Speaking: the child will engage in the activity with his
partner and will communicate fluently and with correct
pronunciation, he will also respond effectively to what

ISTE Standards
for Students
Framework for
21st Century
Learning

ISTE

the partner is communicating to him

Listening: the ELL will work with partner, practicing
listening and speaking skills, and engage in
conversation with his partner; will follow directions and
communicates effectively with partner as a result of
listening
Reading: the child will work with their partner and will
read the vocabulary words written on the board, will
refer to Spanish translation of vocab words if necessary
Writing: the student will write their numbers correctly
and will be informed of the correct writing of the
numbers if incorrect
Culture: how would you say the numbers in Spanish?
How do you say the vocabulary words in Spanish? The
Stage 2 student will demonstrate speaking proficiency
by working with the Stage 1 student to explain words in
Spanish to the class (Promotes culture and sharing- SEI)
Senses: the children will manipulate the cubes and
engage in the tactile matching game
Family: the child will take the cubes and the matching
game home to show his family what he learned in
school.
Standards:
Collaboration/ Communication
Life Skills: Social Development

Use of Technology:
Math Slide Ones & Tens app, can be used by children on
iPads if time permits
https://itunes.apple.com/us/app/math-slide-tensones/id586366338?mt=8
ELL 21st Century Learning: The manipulation of the cubes to
represent numbers will allow the ELL to visualize groupings
and the number of ones that make up tens. The matching
game will provide the ELL with an opportunity to engage in
independent practice or to practice skills with the help of his
buddy. This game will also provide the ELL with the
opportunity to practice speaking and communicating in
English with his buddy.

Accommodation
s, Modifications

ELL Students:
Will repeat the daily objectives for lesson that are
posted clearly and understandably on the board
Will listen to their recorded voice at another time to
learn from in the future; ELLs voice will be recorded
during the activity and the introduction
Will follow along with and speak the written version of
the verbal introduction activity that is on board aloud

Will repeat each of the vocabulary words and their

definitions to his/her buddy during the PreAssessment
Will practice BICS through the group work and the
conversation with his/her buddy

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Students will look at the vocabulary words written on the
board (digit, ones, place value, tens)
Students will understand these concepts using the cubes
and longs (teacher will model) (10 cubes) (Ex. 12= 1
long, and 2 cubes)
Students will refer to the images of the cube and long on
the board, labeled with names and what place value
they represent (cube= ones, long=tens)
Students will also write a number on the board (48) with
the ones and tens place labeled (ELLs will share how
they would to say this number in Spanish- incorporate
culture- SEI)
Students will make a connection between the cubes and
longs representing ones and tens. (Support with the
visuals!)
ELL will be asked to count own cubes individually to match the
example provided by the teacher
Hook/Lead-In/Anticipatory Set
*Have first example written on board for students to
follow pattern*
Start at 10 and count forward by 10s until I tell
you to stop. Stop students at 120. (10, 20, 30, 40, 50,
60, 70, 80, 90, 100, 110, 120)
Start at 10 and count forward by 10s until I tell
you to stop. Stop students at 110. (10, 20, 30, 40, 50,
60, 70, 80, 90, 100, 110)
Now we are going to count by 10s, but when I
clap my hands, I want you to start counting by 1s.
Let me give you an example. 10, 20, 30, 40, 50.
Clap hands. 51, 52, 53, 54, 55, 56.
Now its your turn. Start at 10 and count forward

Explicit
Instructions

by 10s, but when I clap my hands, stop and count

by 1s. (10, 20, 30, 40) Clap hands. (41, 42, 43, 44, 45,
46, 47) Stop.
Start at 10 and count forward by 10s, but when I
clap my hands, stop and count by 1s. (10, 20, 30,
40, 50, 60, 70) Clap hands. (71, 72, 73) Stop.
Start at 10 and count forward by 10s, but when I
clap my hands, stop and count by 1s. (10, 20, 30,
40, 50) Clap hands. (51, 52, 53, 54) Stop.
Students will refer to one of the examples on the board
and will say aloud as the teacher points to the individual
numbers (model this concept and use hand gesturesSEI)
ELL will tell or point to ones and tens places on numbers
(informal comprehension check). The students will also speak
the patterns listed on the board quietly to their buddy, as the
teacher points to what is written on the board.
Big Idea Statement
The students will read the Big Idea Question that is
written on the board.
ELLs and other students will repeat the Big Idea, as the
teacher points to each word.
Essential Questions Statement
Students will look at the Essential Question for the
lesson. The class will discuss what each of the words
within the question mean.
ELL and other students will repeat the Essential Question
Statement aloud, as the teacher points.
Objective Statement
Students will review the objective that is written on the
board - SIOP
The students will be doing an activity with the cubes and
longs with a partner. They will be practicing counting
and representing numbers with the cubes and longs. We
are going to do some examples as a class and then we
will have time to work on the Count and Pass game and
a matching game.
ELL will work with a buddy for all activities.
Transition
Key Vocabulary
Digit: A number used to make a larger number. The
digits we use to write numbers are 0, 1, 2, 3, 4, 5, 6, 7,
8, and 9.
Ones: The digit all the way on the right. In the number
35, the digit 5 is in the ones place.
Place Value: The value of the place of a digit in a
number.

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Tens: The place next to the ones place. In the number

35, the digit 3 is in the tens place.
ELL students will refer to the translations of the words in
Spanish that will be written on the board, as well. (Promote the
ELLs culture-SEI)
PreAssessment of Students
Prior to the Guided Practice, the students will discuss
what they think each of the cubes represents and how
they could use them to represent numbers.
Students will engage in Think, Pair, and Share to
discuss this concept, rather than a large group
discussion. This will allow them to share ideas freely in a
small group and will support SIOP
The ELLs voice will be recorded during this short discussion
time. This discussion will promote the development of CALPs
(Cognitive Academic Language Proficiency), in which ELLs
build upon their academic language vocabulary.
Modeling of the Concept
Guiding the Practice
Distribute nine longs and nine cubes to each student. (If
necessary, students may work in pairs and share the
blocks.) Say, These are called base-ten blocks.
Instruct students to choose a cube. Hold one up as well
and say, This is a base-ten cube. It represents 1.
If we wanted to make the number 2, we would use
two cubes. Show me how many cubes we would
need to make the number 6.
Repeat with other single-digit numbers. Display six
cubes and model counting them. Each cube
represents 1, so lets count by 1s. 1, 2, 3, 4, 5, 6.
Write the number 6 on the board.
Now instruct students to choose a long. Hold one up as
well and say, This is a long. What do you think it
represents? (It represents 10.)
Why do you think a long represents 10? (It is
made up of ten cubes.) Correct. One long equals
ten cubes. Now show me two longs. How many
does that equal? (20)
Good. It is just like when we count by 10s. Now
show me how many longs we need to make 30.
Display three longs and model counting them. Since
each long represents 10, we can count by 10s. 10,
20, 30. Write the number 30 on the board.
We can also use cubes and longs together to
create a number. Display three longs and six cubes.
Model counting the base-ten blocks. 10, 20, 30, 31,
32, 33, 34, 35, 36. Write 36 on the board. The ELL
will hare his culture by stating the numbers in Spanish

and having the class repeat after him. Have students

display this number with their longs and cubes. Ask,
How many tens are in 36? (3) How many ones
are in 36? (6)
The students will repeat this activity with the numbers
42 and 75. The students will count with the teacher for
the numbers 56, 23, and 79 (they will do this with
multiple examples and use the visuals of the numbers,
both with cubes and the number written on the boardSIOP)

Providing the Independent Practice

The students will play Count and Pass. They will do the
first example aloud and then will complete this game
with a partner. MODEL THIS CONCEPT TO THE
STUDENTS. (SIOP)
The partners will be given a baggie with a different
number of longs and cubes. (Label the baggies so the
class can review the answers when all pairs are finished
and refer to the baggies by their labels.) The students
will count the number in their baggie, and then pass the
baggie to the next pair. Repeat as time permits.
The students will write down the number of cubes and
longs in each of the bags in a graphic organizer (will
help teacher to check for understanding and will help to
be sure ELL is writing numbers correctly) use this
organizer to help students organize their information
and check for proper writing and grammar usage (SEI).
The students will complete the Base-Ten Block
Worksheet to complete.
Enrichment: students will play the matching game with
Three-Digit Numbers or do simple math questions and
use the cubes and longs to find their answers (ex. 2311= 12)
Transition
Adaptations/Accommodations for Students with Special
Needs
See red within lesson plan
Evaluation of
Formal Evaluation
the
Check worksheet within Independent Practice
Learning/Master
Give written feedback to students and ELLs on their
y of the
Independent Practice Worksheet. Tell how they may
Concept
have counted the wrong number of cubes and provide
them with the opportunity to go back and look at the
bag of cubes to count again and learn from mistakes
Informal Evaluation
Students will be observed during the guided practice,
answering questions or prompting the children with

Closure

Reading
Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

questions to reinforce the concept.

Students will also be observed during the Independent
Practice and the teacher will use a checklist to be sure
that each student is mastering the concept. This
checklist will be stored in a file for each child, along with
all other informal assessment documentations. This
documentation will be used to monitor the childrens
progress in each of the content areas and in each
developmental domain.
ELL students will be provided with a Word Bank and also
some Sentence Starters, so they can reference
frequently used word and phrases throughout their
discussion with their partner. Students will be observed
by teacher during discussion to assess language
development and proper usage
The ELL students will be observed closely by the
teacher, to be sure that they understand the concept
and are mastering it accordingly.
Summary & Review of the Learning
Discuss: What did we learn today? Was this a difficult
task to compete? Why or why not?
Students will discuss if they believe they met the
objective for the lesson and what they felt they learned
through this lesson. (SIOP)
Homework/Assignments
Show parents their Base-ten Matching Game and
Enrichment Game with Three-Digit Numbers
base-ten blocks (cubes and longs)
Base-Ten Block Worksheet (M-1-1-1_Base-Ten Block
Worksheet and KEY.docx)
base-ten matching game cards, one set for each
partnership (M-1-1_Base-Ten Matching Game.doc)
Base-Ten Matching Game with Three-Digit Numbers (M1-1_Base-Ten Matching Game with Three-Digit
Numbers.doc)
Images of the cubes and longs with labels written on
board