EDUC 2220- Educational Technology Lesson Plan Template

Base Ten and Counting Rotations

Allie Moss
First Grade, Mathematics

Common Core Standards:

Extend the counting sequence.
1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a
number of objects with a written numeral.
Understand place value.
2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
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).
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.

Lesson Summary:
Our objective for this lesson is to learn to count beyond 100, and to understand what the different place values
mean. During this lesson, students will be in small groups and asked to move about the room to different
stations. At one station students will work with the teacher to practice counting through verbally saying and
noticing the symbols as they are pointed to, or as they come up on the whiteboard etc. Another station would
be students at their desks working on tablets on a math application. Meanwhile, another station would be
students working with physical objects to create bundles, including base ten blocks. Finally, the last station
will be students working on a worksheet that will challenge them and really pull all the pieces together. The
purpose of this is to allow children to manipulate objects and to further their understanding of numbers and
their symbols. Students are able to learn from discovery and helped along the way by the teacher. The second
day will consistent of 3 of the stations leaving out the one with the teacher and instead replacing that with a
class activity at the end.

Estimated Duration:
Students will work at these stations for 13 minutes per station. That means in order for students to get through
all 4 stations they will have to apply the concepts for an hour all together. This is great news because on the
second day students will be switch up their groups so that they are at mixed levels and have to help and learn
from each other which allows for a lot of growth and better understanding. Students will have 13-minute
stations, 4 stations, for 2 days in a row with different students for the first day. The second day they will be 10-
minute rotation and then a 15-minute group conversation with an activity.

Commentary:
I want students to have a very strong grasp of what base ‘ten’ means because it is the basic foundation of math
and allows students to understand place values. Students sometimes struggle to understand what 10 ones, 10
tens, etc. mean and that creates so many problems further down the line when they progress into more
challenging math subjects. To succeed in math, I believe you have to fully understand what the base ten system
means, and in order to do that students must understand how to count, what the numerical symbols mean and
be able to connect that to blocks and objects. I believe students will be interested in this subject and excited to
learn because they are given time with their friends to discover what the values mean. Not only will they be
able to work with one another, but they are having hands on activities to discover their learnings as well as
technology with interesting colors, and concepts. The teacher will facilitate the learning, and the technology
will also be there to add an interesting, fun way to learn the material.

Instructional Procedures:
Day 1:
While they are out of the room at recess, library, art, music, or gym I will set up the room so we can get started
pretty quickly once they get back.
First 10 minutes: Introductory- We will, as a class, go over our counting techniques and discuss place values.
Students should have already been fairly introduced to these concepts the day before and from previous
sections. I will get the students into groups that seem to work well together and appear around the same level
of understandings. We will go over the rules of the classroom, gently reminding students that they are to get
their work done and to use their inside voices. We will explain and go over everything that will happen at each
station, and if there is an aid available, use them to help along with another station. Students are welcomed and
expected to ask questions if they do not understand something at any time. Here I want to show students the
symbols of greater than, less than and equal to and show them that can be compared to crocodiles who want to
eat the larger numbers. I want them to be interested and have fun with the materials they are learning. I would
explain the base ten blocks and leave it on the board to the side as to what each means, a flat (100), a rod (10)
and a singlet (1).
Station one: Students who already appear to have a stronger grasp on the subjects will start here; students here
will practice writing out the numerical numbers, drawing out base ten blocks and even adding them up and
comparing them as to which is greater than, equal to or less than. Students will turn in their work at the end of
the 13 minutes.
Students will have two minutes to switch and get to their new station, remaining in the same groups, and
following the pattern provided to them on the board with me keeping the time.
Station two: Students here will be working on the laptop or tablets on a math application that is free to use and
does not require each student to have their own account; here students will pull base ten blocks from the side to
represent the number given to them; they can switch between different options and go to an area that is the
opposite. This gives them the chance to count up from the blocks and give the answer of a numerical number.
They will be expected to keep track of what numbers they complete and what numbers they struggle with (if
any). They can work on their counting skills here too; they will be provided headphones to plug into the device
and can listen to how numbers are pronounced and an explanations of base ten blocks and how they compare
to numbers. They can work as a group and should be willing to help one another. They will be given 13
minutes here before the 2-minute switch.
Station 3: Students here will be working at their desks in a group to create base ten blocks of number that are
provided to them. They will be given a work sheet with specific number on it and will have to not only come
together as a group and create them as a physical object but draw them under the paper and explain what each
one means; for example, 23 would be given, students would then pick how many 10 blocks they needed, as
well as one blocks and draw that, stating it means that there are 2 bundles of 10, and 3 one blocks. We would
go beyond into hundreds too. They are allowed to color in these shapes if they wish. They could even make
this even more interesting and print them out and have it as a cut and paste worksheet or keep it on the tablets.
Station 4: This is where I will be for the most part, while keeping my eyes on all students and answering
questions. Students will be allowed to work on the SmartBoard. Students will work on counting by using a
pointer stick and saying the number that is being pointed at, and comparing it to the next number pointed at,
stating if it is larger or smaller. After a few rounds of that, change gears and have students break numbers
down and write it out in words and phrases as to what each numerical symbol means. For example, 46 would
come up on the board and students would communicate to each other, and one would come up and write out
their answer, such as 4 tens, meaning 40 and 6 ones. We would go beyond into hundreds too. This is where the
students who may struggle with math a bit more will start off.
Day 2:
First 10 minutes: Briefly go over what we learned yesterday and hand back their activity sheets with any error
noticed and briefly speaking to students who seemed to struggle more and switch up the groups so that
students can work with different students of all levels of understanding.
Students will be given time at all of the stations which will remain the same other than giving them larger and
more challenging numbers, this includes different worksheets. Given that students are with different students
now they will have a chance to hear how others think about the concepts to grasp a deeper understanding from
not only hearing it different ways but from teaching it to others or learning from their mistakes. This time, I
would try to be more open to all groups and able to really be involved in all groups rather than focusing more
on one station. Rather than 15 minutes, students will be in these groups for just 10 minutes on day 2 and will
only have stations 1-3 this day. At station 3 they may need to be challenged more, so instead of giving them a
cut and paste worksheet allow students to create the blocks on their own along with the phrases that go with it.
As a final push to understand we will all come back together to a large group and do something along the lines
of station 4 as a class together. Students will again turn in their worksheets and papers. This will last for about
15 minutes because otherwise they may lose their focus and get bored with it.

Pre-Assessment:
To understand what they already know, I figured the best way is to observe them. Firstly, you can normally see
from previous sections and papers who may have a harder time with certain subjects, for example students’
past addition and subtraction papers could be looked at. Next, I plan on having students as a class in the
mornings to practice things such as counting, either it is by 2’s, 5’s and 10’s and comparing numbers by using
a number chart posted by our reading circle. Students will be allowed to say the answers they believe to be
right, and other times they will be asked directly. This will give me a good idea as to what they can do and
what they may struggle with. Not only will these help me but we will develop some sort of method to explain
how confident they are about a subject, even if it is something as small as holding up their hands with 1 finger
up if they do not understand, and 5 if they have ‘mastered’ the topic. Students could even be given a worksheet
and asked simple questions to see if they understand the basics, this of course would not be taken for a grade.

Scoring Guidelines:
I plan to observe my students for the most part because as we know, some students will look to their
friends during questionnaires, and surveys which makes it a little less reliable; I want to see my
students interreact with the subject and topics. With that being said, I believe it is important to ask
students if they are confident on subjects before moving on; students will have a grade from previous
 tests and worksheets that could help to give a bit of an insight as to what they are understanding and
not. Really, I believe that observing students come up with answers on their own in the mornings and
through games with base ten blocks would be the best way to determine how much they know and what
they do not. So for scoring I would not take anything for a grade because they have yet to learn it but
instead give them points for participating and comparing past scores.

Post-Assessment:
To determine if my students really understand the topics, they will not only have to turn in their papers from
the activities, but they will be working with me at their sides so I will be able to observe what they understand
and still struggle with. Later on, students should feel confident enough to do a worksheet (a quiz) on their own
to explain the connection between the numerical symbols, base ten blocks and the phrases that go along with
them; from here they should be able to break it down to compare numbers as to what is greater than, less than
and equal to, thus proving they can count even too.

Scoring Guidelines:
Students will be given participation points for their worksheets as long as they put effort into them;
they will not be given a point system on the papers they turn in those two days instead just an overall
grade for attempting it, as well as taking part in the group activities. They will get these papers back
with any corrections so they can learn from them. Students then will be given the worksheet/quiz later
to connect the different aspects and this will be graded. Each part will be a half a point, and will be up
to 10 points, meaning that there would be 20 different parts, which would ask questions of matching the
phrases, numbers and blocks up, and then later comparison questions. They will work on their own on
these, at school. I would provide them with a practice, take-home quiz too before they would have to
complete the true post-test and this would be worth a point per question.

Differentiated Instructional Support

How instructions can be differentiated to meet the needs of gifted or accelerated students: Students in this
group will be grouped together on the first day and would start off at the harder station first and then would
end at the station with me, meaning I could challenge them even more. These students would be given more
challenging numbers and worksheets. In our classroom these students will be mixed up on day two and would
be expected to help students who may be struggling with the subject still. Peers can learn so much from one
another and this also gives these students a chance to have insight into different ways to explain things to
understand it more fully.

Additional activities you could do to meet the needs of students who might be struggling with the material:
Students in this part will start off on Day 1 with me and will be in the same learning group. Students will work
with me first so that I can really help them and explain things a bit more fully and more in depth that the other
students may not need. This is also why on the second day I want students to be switched up because I want
my students to be able to learn from each other knowing that one person may think about something in a
completely different style than others would. Students could bounce ideas back and forth to one another or to
myself. If students really seem to be struggling they may be given a worksheet that breaks things down further
for them too.
Extension
The links provided in the section below can help further the students’ knowledge, with a touch of fun still; to
further their understand students can go to: http://www.amathsdictionaryforkids.com/qr/b/base10system.html
Here students can begin to understand how the base ten systems continues beyond what we will do in our class
and to understand things on a deeper level, explaining how it continues to thousands, millions etc., and even
decimals and exponents. This goes way beyond what we would explain in the first-grade classroom but is
explained in another way.

Homework Options and Home Connections

https://www.khanacademy.org/math/cc-1st-grade-math/cc-1st-place-value
https://www.splashmath.com/number-games
Students are welcomed to use these as additional resources and to understand the subject more deeply if they
seem to struggle a bit, or they want to practice on their own. Parents are recommended to be there with
students to ensure safety on the internet and to sign off on the paper stating that the student watched or played
the games. There are so many math applications out there that could be applied, I simply found one that
seemed to include a lot of the subjects that were being taught in this lesson. If needed I could provide a
worksheet onto my blog/webpage to allow students and parents to print these and work on their schoolwork
together, even if they wanted to complete it on the computer and parents can send it to me electronically, or
hand it in in class. This is also a chance to paste links to my blogger/webpage that I think students can benefit
from. Get parents involved in their students learning and get them to help the students when they need it.

Interdisciplinary Connections
Our subject can be compared to so many things. Math will be used almost every day later in life and can really
be applied to almost anything. These concepts are the foundation to understanding money, and measurements.
Measurements can then later be applied to constructions and architect. Math can be applied in baking and
cooking if students were to want to measurement out ingredients. These concepts can even be used in video
games or games in general! If you had to score the basketball 26 times, and each basket is 2 points, then
students should be able to make these into clumps and clusters (like base ten blocks etc.) to understand how
many baskets they have to score, and so on. The concepts we would be learning in this lesson are the
foundation to much larger concepts that they will learn later that can be applied to even more things!

Materials and Resources:

For teachers SmartBoard (providing mostly all materials for students as well)
Pointer Stick
Tablet (to show students where/how to use free applications)
 For students Tablets Internet access Base Ten Blocks
SmartBoard. Colored pencils/crayons Scissors
Pencil Headphones Glue
Paper Worksheets

Key Vocabulary
Base Ten Blocks: can help to explain place value; singlets are ones, rods are tens, flats are 100 and cubes are
1000; these will help students understand 10 ones are considered a bundle of 10, and 10 of these bundles can
be bundled into a 100. These are physical objects and can be manipulated
Base Ten: everyday number system in the US; numbers from one value to the next are related to each other in
terms of 10.
Tens: Ten can be seen as a rod, and are a bundle of ten one’s (10); a place value
Ones: the singlets that represent 1, the basic unit that we can bundle; a place value
Hundreds: Ten rods or ten 10’s; can also be seen as 100 1’s; a place value
Less than: a symbol used to compare numbers <, and can show the relation between two numbers; fewer than
Greater than: More than; a symbol used to compare numbers >, and show relation between two numbers, (the
crocodile will eat the larger number)
Equal to: the same number, or amount, used to compare numbers =, and show relation between two numbers

Additional Notes

References:

http://education.ohio.gov/Topics/Learning-in-Ohio/Mathematics/Ohio-s-Learning-Standards-in-Mathematics