College of Education Lesson Plan Template

Teacher Candidate: Erica Davis !:15 "chool: #err$%ood Elementar$ grade Date and Time of Lesson: 2/20/15 "u&'ect/(rade Level: #ath/1st

Description of Lesson: This lesson %ill decompose num&ers in to the ones and tens place value) *$ the end of the lesson students should &e a&le to descri&e ho% man$ tens are in a num&er) +nd ho% man$ ones are in a num&er) Lesson Title or Essential ,uestion that guides the lesson: Place -alue Curriculum "tandards +ddressed:
.ational "tandard/s0: CCSS.Math.Content.1.NBT.B.2b 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.2c 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).

Lesson 1&'ective/s0: "tudents %ill correctl$ distinguish the ones and tens place &$ using &ase 10 &loc2s to 354 accurac$)

+ssessment/s0 of the 1&'ectives:

Pre: Using a checklist I will record whether each student can successfully identify a number using base 10 blocks on ixl.com During: I will observe and take note on a checklist of which students can and which students cannot find the correct match during the game. Post: tudents will be given a work sheet that involves decom!osing numbers in to the tens and ones !lace value. I will check for accuracy and also have a checklist to record if I gave assistance.

#aterials/5esources:
Ixl.com !lace value "ui# $ase 10 matching cards $ase 10 blocks

Revised 1.20.14

%orksheet !encil

Prere6uisites /Prior 7no%ledge0:

In kindergarten students should have already learned how to decom!ose numbers 11&1' by using ob(ects or drawings. In kindergarten they should have gained some sense of the ones and ten)s !lace value. tudents will need to feel comfortable walking around and talking to their classmates to find a matching card for the second activity.

Procedures:
1. Students will find a spot on the rug. 2. I know Mrs. Anderson has been talking with you about place value. Today I want you to show e what you have learned.! "e will first do a #ui$ on i%l.co . &ach child will have a chance to answer a #uestion. I will have a checklist ready to fill in to record pre' assess ent data. (. If students begin to have trouble I will ask probing #uestions such as what nu ber do these blocks stand for)! and help children put the answer together. *. I will then have a ga e prepared for the students. I will pass out one card to each student with either a nu ber+ a written word nu ber+ or a certain nu ber represented in base 1, blocks. Students will need to find their other two partners who have their atching nu bers. I will prepare enough nu bers so that we can play the ga e a few ti es. If students are struggling+ I want the to ask for help fro their friends first. If they still cannot find their atch+ I will step in and help. -. I will then call students to turn in their cards by the nu bers that they are holding. .nce a nu ber group has been called+ students will report to their desk to co plete a worksheet. *. I will pass out the work sheets and then give a brief overview of the instructions. .nce the instructions have been reviewed+ I will pass out base 1, blocks for students to work with. /. Again+ help will be allowed. A few students will need probing instructions so that they finish their worksheet. 0. Mrs. Anderson will have a task assigned for the students once they have co pleted the worksheet.

+ctivit$ +nal$sis:
*ne activity that I have !re!ared for students is a matching game. +ach student will be given one card. ome cards will have a number, others will have a number word- and matching base 1o blocks. .t the end of the game- I should see a few grou!s of three and all three numbers should match. /his tests the student)s ability in a few different ways. tudents will first have to identify their numbers but then they will also have to identify their classmate)s numbers to find a match in a different format. $y including the base 10 blocks as one format this su!!orts the lessons ob(ective students are distinguishing the !lace value. /he !ost&assessment that I have !re!ared also su!!orts the lesson ob(ective. tudents will be given a list of numbers. $y using- the base 10 blocks for su!!ort students will have to decom!ose the numbers by !lace value.

Revised 1.20.14

/he biggest reason that I included the game in the middle is because these students are very hy!eractive. +ven though this game is challenging them to continue learning about !lace value it gets them moving and talking which will hel! to save their attention when they move on to the worksheet afterwards. In the original instructions for the gamestudents are not su!!osed to talk to one another. 0owever- since many of these students are low !erforming I think it would be a better idea to let them talk and hel! one another. .fter all if you can hel! someone else- you are in return learning the material. I chose for the students to be able to use the mani!ulatives during the !ost&assessment so they can each have a good chance at !erforming well on the assessment. In additionit is easier for students to visuali#e the number if they can break it down with concrete materials rather than in their mind.

I will be using the s art board for the pre'assess ent. The s art board will display the online #ui$ for everyone to see. More than likely only I will operate the s art board because you have to type the answers in fro the keyboard and that will be easier for e to do.

Differentiation/+ccommodations/#odifications/8ncreases in 5igor
*ne student in the class has autism. 0e has a shadow that will hel! him stay focused during the !ost&assessment at his desk. 0e will do fine !artici!ating in the first two !arts of the lesson because he will be involved with the grou!. 0e may need some su!!ort sociali#ing with others during the game. *ne student has a bad s!eech im!ediment during the game I may need to be of assistance to hel! him find the correct match because other students may have a !roblem understanding him. ince the student with autism also sits at the desk with one student who has a learning disability and another student who is on a very low&grade level- the shadow and I both will offer assistance and !robing "uestions to make sure they stay focused and working. /his lesson should not be any more than 10 minutes because these students are very hy!eractive and easily distracted. /hat is also- why I chose to !lay a game during the middle of the lesson so that students can release some energy before going back to their desks and com!leting a worksheet. I also chose to do the !re&assessment on ixl.com- because it is a math !rogram that the students are familiar with. .s you answer "uestions correctly the !rogram grants the students medals and this makes them excited about answering "uestions.

5eferences: 2ommunication with 3ichelle .nderson and game idea from Patricia Davis.

Revised 1.20.14

Name:_______________________________________________________

Please write your name at the top of the paper. Using the base 10 blocks write the number of tens and ones that are in the numbers in the left column.

Whole Numbers

ens

!nes

1" #$
Revised 1.20.14

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Revised 1.20.14