CCSU Lesson Plan Template

Student Teacher: Brian Martin

Grade Level: 1st
Lesson Date:
Name of Lesson: March Math Madness
Common Core State Standard(s)
CCSS.Math.Content.1.NBT.B.2
CCSS.Math.Content.1.NBT.B.2.B
CCSS.Math.Content.1.NBT.B.3

CCSS.Math.Content.1.NBT.B.2.A
CCSS.Math.Content.1.NBT.B.2.C

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.
Students will be able to understand that two-digit numbers are created using tens and ones.
Students will also be able use the symbols >, <, and = to compare two-digit numbers accurately.

Rationale for Objective: How does this lesson support previous and subsequent learning?
Students should have previously learned how to compose and decompose numbers from 11 to
19 by using objects or drawings.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
Students will roll two dice (put together by the teacher), one with tens on it and one with ones
on it, and then record the numbers in the correct spaces on the worksheet given to them. Then, once
the sheet is filled, students will fill out another sheet comparing the numbers. This could also be
turned into a friendly competition.
Students can also access the thinglink I created that has links to various math games to work
on their place value skills, among other math skills. *Note: Thinglink and the youtube video are
on the Assignment page of my yola website.
Classroom Learning Environment Focus
(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
Procedure:
1. Students will each get two cubes, one marked for tens and the other for ones.
2. Give students time to decorate their cubes if they so choose.
3. Explain to the students that they must roll both dice, then record the numbers on the
worksheet given to them (provide a demonstration).
4. Give students about 20 minutes to fill out their sheets.
5. Hand out second sheet to students and explain that they need to now compare the numbers
they got as being greater than, less than, or equal.
6. Give students another 10 to 20 minutes to complete this.
7. Collect worksheets for assessment.
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8. Students who finish early can then go onto the laptops to access the thinglink to play the
math games.
9. Once all the students are finished, review what they learned from the activity (including
calling on volunteers to share and demonstrate).
This activity can also be done in groups as a competition, with the winner being whoever
got the highest numbers the most amount of times. The steps would essentially be the same,
except there would be added explanation about how to identify a winner.
Behavior:
Students should be respectful and work quietly if this is done as an independent activity. If it
is a group activity, the students must still remain respectful towards each other and the teacher, but
may talk quietly in their groups. Also, any poor sportsmanship will not be allowed if this activity is
done as a competition.
Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
I would begin with direct instruction by explaining to the students what they had to do, then I
would provide visual examples to reinforce the goal of the activity.
Also, I will be using technology to augment this lesson by having the students access
thinglink and play the games to reinforce their learning. There is also the youtube video to help
students who are struggling with the concept.

Materials/Resources needed for this lesson

Materials:
-Enough cubes for every student to have two
-Markers and crayons for students to color their cubes if they want
-Two worksheets for assessment
-Computer/laptops for students to access the math games and youtube video

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
I will walk around the room as the students roll their dice and complete their worksheets,
asking questions and quizzing students to see if they understand the material. I will offer any
assistance as needed. I will also check as they play the games to see how well they do.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
For students who have more difficulty with math, I would have them use smaller numbers
on their dice. I would also have the numbers displayed on the dice, not just the images of tens and
ones blocks. This would also apply to any students with special needs. Also, if this activity is used
as a competition, I could have teams go against each other instead of individuals go against each
other in the same group. That way, the students who are weaker in math can have the support of
their peers when trying to figure out the problems. Also, I will bring up the video that I created
and sit with the struggling students so that they can fully understand what my video is teaching
them.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
A) The students will learn how to identify numbers based on their place values and
compare them to other numbers as being greater than, less than, or equal to. They will
do this by doing the dice activity and completing the worksheets.
B) By filling out the corresponding worksheets correctly and playing the games correctly,
they will demonstrate what they learned.
C) Counting and understanding place value are necessary for everyday life. It is necessary
for things like shopping and paying for the things you buy. You need to know how
many things you need to buy, and how much money will be enough to buy them.
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Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
To close out the lesson, I would call all the students back to their desks and begin to review
what they learned from the activity. I would do a few examples on the board and call on volunteers
to answer them. I would also have some students create their own for their peers.
I would then ask them how this could be useful outside of school. If none of the students
have any ideas, I would make suggestions for them such as Could this be important when you go
out shopping with your parents? and discuss with them more possibilities.

Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?

Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the
lesson supports this?
Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.