Scribd
Upload
102 views8 pages

Differentiated Instruction

This lesson plan template provides details for a 1st grade math lesson teaching place value of teen numbers (11-19). The lesson will begin with a review of 10 using 10 frames and base 10 blocks. Students will then learn that numbers 11-19 contain 1 ten and leftover ones. Students will be divided into groups based on readiness to complete related math activities and assessments involving representing and decomposing teen numbers using objects, cards, and base 10 blocks. The lesson aims to help students understand that teen numbers contain 1 ten and leftover ones.

Uploaded by

api-340586066
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
102 views8 pages

Differentiated Instruction

This lesson plan template provides details for a 1st grade math lesson teaching place value of teen numbers (11-19). The lesson will begin with a review of 10 using 10 frames and base 10 blocks. Students will then learn that numbers 11-19 contain 1 ten and leftover ones. Students will be divided into groups based on readiness to complete related math activities and assessments involving representing and decomposing teen numbers using objects, cards, and base 10 blocks. The lesson aims to help students understand that teen numbers contain 1 ten and leftover ones.

Uploaded by

api-340586066
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

1

Lesson Plan Template


Your Name: Jenny Carpenter
For each lesson that you do, please fill in the following table of information.
What grade and
subject is this
lesson for?

1st Grade Math

What standard(s)
are you teaching?

Understand that the two digits of a two-digit number represent amounts


of tens and ones. Understand the following as special cases:
b. The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones.

Will you reword the


standards for the
students? If so, give
your rewording.

I can recognize that the numbers 11-19 are made up of one ten and a
certain number of ones.
I can represent the numbers 11-19 with one ten and a certain number of
ones in written form.

Previous &
Following Lessons

Previous: The previous lesson will focus on the standard, 10 can be


thought of as a bundle of ten ones called a ten. The current lesson
will build upon this knowledge by adding ones 1-9 to the concept of 10.
Following: The following lesson will expand the students knowledge of
10s by increasing the amount and touching on the standard of 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).
By the end of the lesson, the students will be able to demonstrate their
knowledge of recognizing numbers 11-19 as being the sum of one ten
and a certain number of ones. The students will be able to express this
sum in written form.

What do you want


the student to
learn?
(Outcome)
How will you know
if they have
learned?
(Assessment)

Each group will be given an assessment based on their readiness. These


worksheets will be filled out individually after the activity.
Red Group (lower readiness): PLACE VALUE: TEEN NUMBERS
worksheet on p. 4 (they may use their double 10 frames if
needed)
Blue Group (average readiness): PLACE VALUE: TEEN NUMBERS
worksheet on p. 5
Yellow Group (above readiness): PLACE VALUE: TEEN NUMBERS
worksheet on p. 6 (allows the students to challenge themselves by
introducing two problems involving numbers 20-29, and allowing
the students to draw their base 10 blocks)

Describe the lesson


activities step by
step. Also, list the
amount of time in
minutes you
anticipate spending
on each step.

As a full class, review the concept of 10 using a 10 frame and base 10


blocks. (2 min)
Introduce the concept of leftovers by adding numbers 1-9 to a second
10 frame. (5 min)
Divide into math center groups based on differentiation. (15-20 min)
Red Group: Provide 3 baggies filled with small objects with the
amount varying from 11-19. Instruct the students to sort the
objects using the BUILDING NUMBERS worksheet on p. 3 (which

Will students be
doing any written
work as part of this
lesson? If so, please
describe it and
provide a rubric or
list of exemplary
answers.
Purpose/Context

Materials

would be laminated for reuse). Once they find the equation, they
will transfer the equation written on the worksheet to the piece of
masking tape on the bag.
Blue Group: This group will be given approximately 20 cards face
down, and they will be given directions how to play Concentration.
The matches will consist of a number written in numeral form and
a picture of the number using base ten blocks. Once a student
finds a match, they can practice with the 10 frame and write their
results down.
Yellow Group: Give the students a deck of number cards and a
spinner. Instruct the students to take turns drawing a number from
the bag. Once a number is drawn, the students will build the
number out of base ten blocks, and then spin the spinner to see
which operation to perform on the number. They will be instructed
to write the equation for each number on a sheet of paper.
The written work completed in the groups will serve as a formative
assessment to gauge where each group is with the concepts.

Through these activities, the students will become more acquainted with
the given standard, and they will build upon their knowledge of place
value.

5 baggies with small objects and a piece of masking tape on the


bag
Base 10 blocks
Approximately 20 cards for concentration
Deck of number cards ranging from 11-29 (making sure there are
more numbers in the 11-19 range)
Spinner (p. 7)
Attached worksheets

PLACE VALUE: TEEN NUMBERS


1.
How many groups of 10? _______

How many leftovers (ones)? _______

How many altogether? _____ + _____ = _______


2.
How many groups of 10? _______

How many leftovers (ones)? _______

How many altogether? _____ + _____ = _______

3. Solve for 11.

4. Solve for 15.

____ + ____ = ______

____ + ____ = ______

Place Value: Teen Numbers


Name:

Date:

Directions
: Write to tell how many tens and ones.

. 17 is___ ten and ___ ones.

. 14 is___ ten and ___ ones.

. 12 is___ ten and ___ ones.

. 18 is___ ten and ___ ones.

Directions
: Write the number the blocks show.

5.

7.

6.

8.

1 .NBT.2b

Place Value: Teen Numbers


Name:

Date:

Directions
: Write the number.

1. One ten and


four ones is ____.
2. One ten and
three ones is ____.
3. One ten and
eight ones is ____.
4 . Two tens and
two ones is ____.

Directions
: Draw the number with base ten blocks.

13

18

17

21

1.NBT.2b

Spinner

2 more

2 more

8
Resources
https://s-media-cache-ak0.pinimg.com/236x/b6/cb/c3/b6cbc32d82bc8ed61b6e43c8a56a5280.jpg
https://www.teacherspayteachers.com/Product/Place-Value-Practice-Sheets-958420
http://www.ilclassroomsinaction.org/uploads/2/6/0/8/26089560/1stgradeunit.pdf

You might also like