CCSU Lesson Plan Template

Student Teacher: Moira Honyotski

Grade Level: First Grade
Lesson Date: September 24, 2015
Name of Lesson: Place Value
Common Core State Standard(s)

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of
tens and ones.
CCSS.MATH.CONTENT.1.NBT.B.2.A10 can be thought of as a bundle of ten
ones called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.
CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,

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 understand the value of numbers in the tens and ones
place.

Rationale for Objective: How does this lesson support previous and subsequent learning?
Prior to this students will have learned about counting by tens and as well
as two digit numbers. From this, students will then be introduced to addition
and subtraction as well as place values for larger digit numbers.

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?
I will observe students in the classroom and help with any clarifications.
Some students may require more time with manipulatives. The teacher
should also pair students with one another so they can orally help each
other. At the end of this lesson students will be assigned homework. The
teacher will then determine who has mastered this concept.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
1

Students will begin in their seats as the teacher introduces the lesson. They
will be handed out tens bundles and ones units. Students will then transition
into group work with partners or in the front of the class.

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:
The teacher will begin with Patty the Place Value Penguin from Voki.
Then the teacher will play the screen cast. The teacher can answer any
questions or go through difficult steps once the screencast has finished.
Students should individually grasp this concept before they begin
another. Then cooperative learning will begin as students work on the
white board. Students will draw tens sticks and one cubes to represent a
number given by the teacher. Students will also write the number that is
represented by manipulatives. The teacher will make sure to check in
with the whole class if what the student has done is done correctly.
Students will then work cooperatively in groups with one another on a
work sheet using the manipulatives, checking to see if they agree on

Materials/Resources needed for this lesson

White Board and Markers

Computer/ Smart Board to show the Voki
Worksheet

Ones Units and Tens Bundles

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
Different students will be called upon during the lesson. Students will be
called to the white board to practice creating numbers using the tens
bundle and the one units. Students of all ranges and abilities should be
called on so clarification can occur.

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:
Its difficult to say how I will differentiate a lesson without knowing whom the
lesson will be taught to. However, for a group of slower learners the teacher
could bring them in front of the room for a longer time while the other
students continue to work on their base ten blocks at their seats. Students
who are advanced could begin thinking about other place values like
hundreds and thousands.

I
ni
ti
ation
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.
Being by telling the class they are done so well learning their numbers and
counting to ten. Then draw a two digit number on the board and ask what
the first digit value is and the second digit value is. Allow for class
discussion and then begin teaching the students about the values of the
numbers. We use numbers everywhere in sports, cooking, playing and
school so it is important to know their values. It is also a great idea to
incorporate the days of school and how we can count them using tens and
ones (straws and popsicle sticks work well for this).

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.
Following the initiation students will then demonstrate their learning by
coming up to the white board and drawing tens and one sticks to represent
a number, or identifying a number that is represented by such model. For
example if the number is 42 a child will come to the board and create four
ten bundles and 2 one units. Or a teacher can put up the one units and ten
bundles asking the child to state what number is represented. The class will
then respond if this is correct. Students should be required to justify their
answer and count using the tens and ones to get to their number.
Following this students will work in small groups to complete a worksheet
that requires the use of base ten manipulative. Students will be asked to
represent numbers as well as draw. Those students who are struggling will
come back to the front of the class for more work on the white board.
Smaller groups will allow for clarification and questions. Students who are
advanced can begin thinking about one hundreds and thousands in place
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?
Boys and girls you have done such an amazing job with place value
today. As you continue to get better we can look at bigger numbers
like 300 and 1,000. I will introduce to you guys the 100 flat which is
100 units. What do you predict we will do with these larger numbers?

Refle Tonight for homework you will have a worksheet reviewing what we
ction
did
in
class.
You
will
be
required
to
draw
your
tens
and
ones.
If
you
on
have any questions you can watch the screen cast on our school
Prac
tice
blog. The same screen cast that was shown earlier in the class will be
Stud
ent
available for clarification for those students who need help.
Achi
eve
ment

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.