Lesson Plan Design Template
Subject: Math
Lesson Title/Lesson #: Practice with 2-Digit Numbers: Unit 4 Lesson 16
Time Allotment: 30 Minutes
Grade Level: 1
Content Standard(s)
State standards and/or
Common Core Standards
(list)
Goals/Objectives
SMART OBJECTIVES
(aligned with the standards)
for the lesson
Academic Language
What is the oral and/or
written language used for
academic purposes? How
will you know that your
students develop and
express content
understandings?
Prior Knowledge
What are the students’
content knowledge and skills
as well as life experiences
and academic experiences
developed prior to the
learning segment? Focus on
both assets and needs of all
and focus students in the
classroom.
Author/Teacher: Brittany Ferrier Date: January 2019
California Common Core State Standards
1.OA .5, 1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.3, 1.NBT.4
Mathematical Practice
MP. 2, MP. 3, MP. 5, MP. 6
Goal of this Unit/Lesson
Goal of the Unit: Place Value Concepts
Objective of the Unit:
1. Students will represent 2-digit numbers using concrete objects, place
value cards., or drawings.
2. Students will compare 2 digit numbers using place value cards and
drawings.
3. Students will model 2-digit numbers using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
Lesson Focus: Count on into the next decade and compare 2-digit numbers
Student Objective(s):
Students will review counting on with 2-digit numbers and compare 2-digit
numbers.
Academic Language:
More than
Less than
Equal to
Tens
Ones
Prior to this lesson, students have experienced
In the previous lesson, students discussed strategies to count on with 2-digit
numerals. Students used their fingers to count on from a 2-digit number to
find the total. They also practiced counting on using math drawings from a 2-
digit number. Finally, in the previous lesson, students practiced adding 1-
digit and 2-digit numbers in their activity books. Students prior knowledge on
this content was introduced in the previous lesson. This concept was
implemented and introduced to the students in the previous lesson by
simplifying content and adding one to the 2-digit number. (EX. 59, one more
is 60, 1 less would be 58. Students used a hundred chart as a mathematical
tool to easily identify 2-digit numbers. In earlier units, students experienced

Materials
What materials are needed
for the teacher and
students? Instructional
resources?
Management
How will clear learning
expectations and a positive
learning environment be
established and maintained?
Instruction
Detailed step by step
procedures.
What will you do to set the
expectations both
behaviorally and
academically for the lesson?
What will you be doing to
model your instruction?
academically counting up to 100. They have seen and heard how numbers
have different place values.
Instructional Materials (handouts, etc.):
 Student Activity Book pp. 127-128
 Pencil
 Dry Erase Markers
 Whiteboards
 Hundreds Chart
Technology Incorporated: Smart Board
Resources:
Clear learning expectations will be positively established and maintained by
the teacher expressing what they anticipate will happen during this lesson.
The teacher will vocalize and reemphasize the classroom rules during math
group lessons and what is expected of the students in order for them to be
successful. The teacher will say, “I expect my friends to be listening while the
teacher is talking. I expect that students will have their hands in their lap and
sitting cress cross and following along with the teacher when I am teaching
the math lesson. I expect my friends to make good choices and not talk to
their friends while the teacher is teaching. I expect my students to think and
process information as well as, ask questions if someone doesn’t understand
something.” These expectations will be repeated if the teacher sees students
not following directions, being disrespectful, or making poor choices.
I do (Teacher Modeling): To model expectations both behaviorally and
academically I will first, remind them of the lesson that we did previously.
 “Remember yesterday when we talked about 2-digit numbers and
counting on. (Ex. 30- 31, 32, 33, 34) I will use a hundreds charts to
show them a visual of counting on from a decade number.
 I will practice one with them so they use their schema and remember
what they learned in the previous lesson. (ex. 20-21, 22, 23, 24, 25).
 Practice counting on with a non-decade number. And counting on to
the next decade. (ex. 43- 443, 45, 47, 48) and (ex. 28- 29, 30, 31,
32, 33).
 Finally, review single digit numbers, “teens”, decade numbers and 2
–digit numbers. Use hundreds chart to show students these different
numbers.
Today we are going to learn how to count on 2-digit numbers and compare 2
digit numbers, which one is greater and which one is less. Let’s practice
together.
Write several 2-digit number + 1-digit number equations on the board. These
involve going into the next decade. Children demonstrate how to count on
with their fingers.
67 + 4 = ____
52 + 6 = ____

Practice & Application
How will students practice
and apply what they have
learned?
Application
How will students apply what
they have learned?
Supports
How will you engage
students based on
individual and group
needs?
78 + 5= ____
We do (Guided Practice): Play the Sandwich Game
Use student pairs or think pair share structure for this activity. Ask children
to look at the exercises on Student Activity Book page 127. There is a piece
of bread shown on both sides of the box for one problem. I will explain that
they will play a game using number cards to build 2-digit numbers and put
those numbers in both pieces of bread. Children can think of each box as the
“jelly” or “peanut butter”- the filling of the sandwich. The numbers will be the
“bead” and they will compare each number and make the filling: which one is
greater and which one is less.
You do (Independent Practice)
Students will use their activity book to complete an activity practicing 2 –digit
counting on and comparing two numbers. Page 128 in the student activity
book will enable children to practice adding 2-digit and 1-digit numbers and
comparing 2-digit numbers. I will use this page to check students
understanding and their knowledge of the adding process informally.
Children can use various counting on strategies that we have discussed or
they successfully use in order to add their numerals. Students may choose to
use counting on, or I will suggest they make drawings to aid them in counting
on.
Students will be able to evaluate their work and self-assess their
understanding by participating in this activity.
Specifically Address:
Student Self-Assessment: (Specifically highlight where students self-assess or
reflect to evaluate their own learning.)
Understanding/Learning Target: (Learning Context)
Differentiated Instruction:
Specifically Address:
Multiple Intelligences: (Which are covered and when in the lesson? Ideally 5
out of 8 included in a quality lesson.)
Blooms Taxonomy/ Depth of Knowledge: (How will your activities and
questions reach the higher order thinking skills?)
ELL: (How are you addressing the needs of ELL students including content
and language objectives?)
Other Instructional Challenges: (What modifications can you make to
accommodate physical, emotional, and learning disabilities or challenges?)
GATE: (What modifications will you make to extend/provide further inquiry?)
Other Life Challenges: (What modifications will you make to support issues
as shown both in and outside of the classroom?)
Intervention: For students having difficulty
 In this activity pairs of children make 2-digit numbers with secret code cards
and then they work together to compare them. Each pair needs one set of
Secret Code Cards and a copy of the Comparison Mat. Suggest students
that children first use the tens and one’s digit to compare the numbers and
then turn the cards over and look at the 10-sticks and circles to check their
answer.
On Level: For students having success
Arrange children in groups of three. They take turns to think of two-digit
numbers and draw to show them. Then they work as a group to compare the
number. Give each group a copy of the Comparison Mat. Remind children
that in this activity, the first two players choose and write the numbers. Then
the third player draws to show the numbers. They switch roles so each child
has a turn being player 1, player 2, and player 3.
Challenge: For students seeking a challenge
Children work in pairs. Give each child four index cards. Each student makes
four 2-digit number cards. They mix the eight number cards together and
then pick two cards at a time to compare. At the end of the activity, the pairs
work together to determine which of the eight numbers is greater than the
rest and which is less than the rest. You might suggest that children write to
show all eight numbers in counting order.

Closing
How will you end the
lesson? We will review 2 digit numbers using a white board. I will write two digit
Culminating activity or task number on white board and students will have to compare which number is
greater than or less than.
Assessment
Formal and informal For a Formative Assessment I will ask students to compare 61 and 57 and
assessments. explain how they know which is greater. Responses should demonstrate an
How will students be understanding or place value.
evaluated? How will you
know if the students attained
what you expected? What
evidence will be available to
show learning took place?
What will you change in the
future to support further
growth?