USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

1st

Group
Size19

Name: Rachael Doyle

Date of Lesson: February 3,
2016

Lesson Content
What Standards (national
or state) relate to this
lesson?

Understand that the two digits of a two-digit number represent amounts of tens
and ones.
a. 10 can be thought of as a bundle of ten ones called a ten.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,
five, six, seven, eight, or nine tens (and 0 ones).
d. Decompose two-digit numbers in multiple ways (e.g., 64 can be
decomposed into 6 tens and 4 ones or into 5 tens and 14 ones)

Essential Understanding

Objectives- What are you

teaching?

Rationale

Evaluation Plan- How will

you know students have
mastered your objectives?

How can you group cubes to show a number as tens and ones?
How can you manipulate a number to write it, model it, and show it in tens
and ones?
Students will be able to identify how many tens and ones are in a given
number
Students will be able to model how many tens and ones are in a given
number
Students will be able to represent numbers flexibly
Students will be able to use precision while explaining the concept of place
value
Its important to teach this lesson within the place value concept because
students need to know that 17 and 71 are not the same number. For example, the
majority of the class writes 14 as 41.
1. Based off of oral answers given during the video before the lesson.
2. Formative Assessment: 6.6 worksheet
3. Summative Assessment: Partner problems

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
1st
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?

Teaching Methods

Place value
Correct vocabulary: digit, ones, tens, hundreds, and place value
See and record numbers in different ways
Counting patterns (skip counting)
Correct vocabulary: place value, ones, tens, hundreds

Switching the tens place and ones place

Cant exchange 10 ones for a ten
Modeling incorrectly

1.
2.
3.

Step-by-Step Plan

Group
Size19

Name: Rachael Doyle

Date of Lesson: February 3,
2016

12:4
5

1:30

Lesson Implementation
Gradual release this process has worked well the past few weeks. It helps
us determine which students have an understanding of the concept and
which do not.
Partner work if the students are paired correctly, great ideas will be
produced.
Small groups it allows for more instructional time for the ones who do not
understand the concepts as quickly.
Students
1. Students will come to the carpet and sit on their carpet
Teacher
spot
2. A hook video will be shown to the students for the
Class
lesson via Think Central
3. The 6.6 worksheet will be displayed on the Elmo to page
261. The class will collectively solve how to display 23 in
Class
tens and ones using cubes and then discuss how they
Students
did so.
4. Page 262: Model and Draw and #1 will be done and
discussed as a class.
Small
5. Students will be told to go back to their desks and
groups
complete #2-#4 and then raise their hand to get it
checked off before moving on to page 263 and 264.
6. For students that have trouble, small groups will be

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
1st

Group
Size19

Name: Rachael Doyle

Date of Lesson: February 3,
2016

Teacher

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

formed to work with me or my CT for further instruction.

7. Papers will be collected and students will go back to
their desks.
8. Partner activity will be explained at the front of the
1:40
room. Students will have to see the number, model the
Students
number and state how many tens and ones are in that
Teacher
number. On the back of the sheet students will have the
opportunity to create their own numbers.
9. Students will be split up into pairs.
10.
Students will complete the activity in pairs.
11.
The activity sheets will be collected
a student struggles with the content?
If a student struggles with the content, students will come into small groups to
receive more explicit instruction from either myself or my CT.
a student masters the content quickly?
If a student masters the content quickly they will be able to login to Think Central
or Fast Math to deepen their thinking on on-topic lessons.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local
community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Think Central
Khan Academy
Fast Math

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
1st

Group
Size19

Name: Rachael Doyle

Date of Lesson: February 3,
2016

How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)

Materials

CD does not need to complete the 6.6 worksheet. He has already mastered the
content so he will login to Think Central or watch Khan Academy videos to enrich
his learning.
JB, EC, EN, AS, JI these students will need additional scaffolding to complete the
6.6 worksheet so theyll be pulled and placed in small groups.
6.6 worksheet
Partner worksheet
Elmo
Pencils
Students
Cubes