Alternate Lesson Plan Format Student Teaching

Name:A.C.
Cooperating Teacher: L.W.
Cooperating Teacher Initial Here________
Lesson Date:
School: OW
Grade Level: 5th & 6th
Setting: CASL
Subject/Topic: Math/Place Value Teaching Model: Direct/Independent
University Supervisor Initial Here________
Teaching Objective (ABCDE): Using the place value cups, G.C. will accurately build and say the
Paraprofessional Instruction
numbers she is creating answering 9 our of 10 correctly.
IEP Objective(s):
Working towards this goal, will not be
Mathematics Goal: By her next annual ARD, given direct instruction and visuals, G.C. will correctly
met during this lesson
identify the place value of numbers up to the thousands place with 70 percent accuracy for 5
consecutive trials

By the end of the 4th 6 weeks, given direct instruction and visuals, Gina will correctly identify the
place value of numbers up to the thousands place with 70 percent accuracy for 5 consecutive trials.

TEKS:
5.2
(2) Number and operations. The student applies mathematical process standards to represent, compare,
and order positive rational numbers and understand relationships as related to place value.

Background Information: Place value knowledge such as where the thousands, hundreds, tens,
and ones place is. Also, how to say the number once it is presented.

You may need to review some of these

topics with G.C. Please!

Materials: Styrofoam cups with numbers written on them, paper to take data with, pencil

Equipment will be available on your

cabinet

Equipment: n/a
Classroom Management/Environment:
The student will be allowed to choose where she would like to sit. She will remain seated in her
desk, call out to ask and answer questions, and participate with the teacher.
Engagement/Focus:
Good morning, G.C.!! Lets just take a seat wherever you are the most comfortable.

For the last couple of days we have been working on place value. Place value just tells us
which number means thousands, which number means hundreds, which number means
tens, and which number means ones.
So far we have used blocks and counters to represent these numbers and to help us learn
how to say these numbers.
Today we are going to use a different method that Ms. Carey found! Its going to be super

Set expectation for G.C.

Mostly discuss staying on-task!

G.C. can sit wherever she chooses

fun, but first we need to refresh our memories about place value. We will do this using
the blocks that we typically use and the dice!
G.C., will you roll one of the dice for me? (allow G.C. to roll)

Great! So that number is what? (Have G.C. count the number) Correct! The number is __

We are going to use that as our thousandths number! Now, lets roll to see what our
hundreds number will be. Continue for each number.
Good job, G.C.! So, looking at the place value blocks, what number is this? ___
thousand, ____ hundred, and ____
Exactly! So now will you write that number down for me on a sheet of paper? (G.C. will
be able to write the number, may need help)
Good! So one more time, what is this number? ___ thousand, ____ hundred, and ____

Have G.C. roll the die, she enjoys it

G.C., do you know why understanding word sounds is important? (give G.C. the
opportunity to respond)
Great job, G.C.! Youre so smart!
Place value is important to know because we need to be able to read numbers as they
are. For example, if you only had 6 dollars in your bank account, but you read the
number as 600, then you may have a problem when you go to buy a new tv with all of the
money you thought you had! We need to be able to read numbers correctly so that we do
not get confused when we are using numbers in real life.
Today you will have the opportunity to read numbers using a twist and turn method. This
will help you better quickly and accurately identify what numbers are.
For this lesson, it will just be you and I discussing numbers. Therefore, you will not need
to raise your hand if you have a question. However, you will need to stay in your seat and
stay as focused as you can so we can really learn and remember these sounds!
Lets get started!

Student Objective (Today you will be able to___.):

Today you will be able to:

Practice using and saying numbers quickly and accurately.

Purpose of the Lesson (This information is important because___.):
Place value is important to know because we need to be able to read numbers as they
are. For example, if you only had 6 dollars in your bank account, but you read the

Explicitly state the purpose, this

provides a meaningful learning
experience for G.C.

Be sure to tell her what she is

learning today!
Set expectations for her to stay
focused and in her seat

number as 600, then you may have a problem when you go to buy a new tv with all of the
money you thought you had! We need to be able to read numbers correctly so that we do
not get confused when we are using numbers in real life.

Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model, what the students
are to do with you, and what they are to do independently (I do, We do, You do); must include higher level
questions you will answer):

Okay G.C., for this activity we are going to turn these cups to create numbers. Each
time we create a new number, I will have you build the number with place value blocks
and say it.
For example if I turn these cups to this number (5,467) then I would build the number
like this (build the number with blocks) and the I know that this says five-thousand, fourhundred, and sixty-seven.
So now its your turn! Lets turn the cups to make a different number, however you want
to turn them.
G.C. will turn the cups to any number she would like.
Great job, G.C.! So now we need to build the numbers using the blocks. G.C. will build
the number with blocks. Great! So what does this number say? Work with G.C. to say the
number.
Continue for 10 numbers. Offer continual praise for each section and give directives to
stay on task.
Remember to show G.C. that she can put numbers on 0 to create small numbers such as
570, 38, or even 9.
Discuss the place value of each number.

Please follow the order listed, this

will break the assignment up in
manageable sections for G.C.
Be sure to provide the example for
G.C. so she will know exactly what
she is doing.

Continue for 10 numbers. Take data

on the included sheet so that we
can track her progress.

Modifications (what are the modifications needed in each part of the lesson) :
This lesson is modified in the following ways:
One-on-one instruction so that G.C. will be able to focus
Elimination of distracting factors in the room
Use of the cups to practice fine motor
Hands-on material so that G.C. will be more involved and focused during the lesson
Frequent reminders to stay on-task

Be sure distractions are at a bare

minimum please

Extension (what will you do to go deeper into this topic):

If G.C. seems to fully understand this topic, we will move on to the ten thousands place value
to further her understanding of large numbers. Also, maybe switch to working on decimals
eventually.
Elaboration (what else might you need to do/say to teach this skill/concept):
If G.C. is struggling with this skill, we will work together to build the numbers using the blocks
so that she remembers her previous instruction and then relate this back to the number form.
Closure (objective & purpose are restated; address how are you going to include the students in this) :
G.C., you did an amazing job of turning the cups and creating new numbers!
You were able to create the numbers using the blocks and even say the numbers.
To wrap up, I am going to turn a few random numbers for you and you will say them as
best as you can (without the use of blocks).
Turn at least three numbers, G.C. will say the numbers, help/guide as needed.
Wow G.C.! You are really beginning to get the hang of this place value thing.
Remember that we need to be able to identify what the number says for every day use
such as bank accounts or shopping at the grocery story.
If I were at Target and read the price tag for a T.V. incorrectly, I may think that it is 3
dollars rather than 300 dollars! Id have a huge shock when I realized that I didnt have
300 dollars in my account.
Do you have any questions about place value or anything we talked about today?
Okay, great G.C.! Tomorrow we will work on writing these numbers out and saying them
quickly.
Assessment (how will you know when the student knows the information or can do the skill youve taught) :
Observation of how G.C. is doing with identifying what the numbers are.
Resources:

Be sure to close using the purpose

so that G.C. knows why learning
place value is important, please!
Offer praise for how well she did.

Target example is good, think

of a few more if you would like!
Please bring the data sheet to me
when the activity is finished.

Number Made
on Cup

Able to state
number
correctly
verbally
Yes
independently
(10)
WP With
verbal prompt
(7)
No unable
with verbal
prompt (0)

Example: 1,075 7

Able to build the Amount correct

number with
base ten blocks
Yes
Independently
(10)
WP W verbal
prompt Is that
the correct
block or try
again (7)
No Unable
with verbal
prompt (0)
10

17

Todays Total

Para-Educator Plan
Working with Paraeducators can be one of the trickiest, but most rewarding components of teaching in a special education classroom.
Understanding how the paraeducator works with the students and all that his or her job entails while they are in the classroom is important when
developing plans for the paraeducator. There are many ways to write a lesson plan for the paraeducator, but I chose the route of having the
paraeducator work one-on-one with a student while I taught whole-group instruction. This ensured that we were effectively using instruction time for
many different levels of learning.
Writing a paraeducator plan based off of a lesson plan I had already formed seemed to be the best way to do this. I wrote the lesson as I
normally would and then proceeded to go back and insert instruction for the paraeducator. One of the students struggled with the concept of place
value, while the others seemed to pick it up quickly. Therefore, to maximize instruction time, the paraeducator worked with the student who was
struggling. The paraeducator had already seen how the lesson was introduced and was able to instruct the student on how to do the activity. The data

collection sheet was developed so that I would later be able to see how the student was progressing in this skill. This allowed me to determine if the
student needed additional assistance, without having to be one-on-one with the student in a classroom of six. The paraeducator worked collaboratively
with me to decide what steps should be taken next and how we could best serve that student. Overall, this experience was very positive and I learned a
great deal about working with a paraeducator.