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Math Topic 8

This 1st grade math lesson plan focuses on helping students understand place value in two-digit numbers from 11 to 19. Students will use ten frames and counters to visualize that these numbers are composed of a bundle of ten ones (called a "ten") plus additional ones. The lesson includes an interactive math story, guided practice at the smart board in pairs, independent practice, and an exit ticket where students identify the number of tens and ones in given two-digit numbers. The teacher will differentiate instruction for high-level and lower-level students.

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66 views

Math Topic 8

This 1st grade math lesson plan focuses on helping students understand place value in two-digit numbers from 11 to 19. Students will use ten frames and counters to visualize that these numbers are composed of a bundle of ten ones (called a "ten") plus additional ones. The lesson includes an interactive math story, guided practice at the smart board in pairs, independent practice, and an exit ticket where students identify the number of tens and ones in given two-digit numbers. The teacher will differentiate instruction for high-level and lower-level students.

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© © All Rights Reserved
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Math Lesson Plan- Topic 8 Understanding Place Value and Lesson 1 Make

Numbers 11-19:

Teacher____Aja Harvey_____________ Grade Level_______1st__________

I. Content and Standards:


a. 1.NBT.B.2a- 10 can be thought of as a bundle of ten ones- called a “ten”

b. 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.

c. MP.4- Model with Mathematics.

d. MP.5- Use appropriate tools strategically.

e. MP.7-Look for and make use of structure.

f. MP.8- Look for and express regularity in repeated reasoning.

II. Prerequisites:

a. 1.NBT.A.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.

b. 1.G.A.2- Compose two-dimensional shapes to create a composite shape,


and compose new shapes from the composite shape.

III. Essential Questions (provide a framework)

a. What do the individual digits in a 2-digit number represent?

b. What does it mean to have a “ten”?

IV. Instructional Objective:


a. Students will be able to understand that number digits represent place value
using double digit numbers 11 to 19.

V. Instructional Procedures:

a. Interactive Math Story

b. Solve and Share- at smart board

i. Let’s fill in 15 counters in our ten frames. Let’s make it 12. Now
18.

1. Did we notice was didn’t change in our ten-frames? In our


numerals?

c. Visual Learning- at smart board

d. Guided Practice- at smart board w/ math partner

i. Students will be given a ten-frame and counters.

1. Students use the ten-frame to visualize the difference


between a ten and a one.

2. Complete the page.

e. Independent Practice- work with math partner

i. Work on questions 4-9 independently.

ii. Preview #10 so students can try it independently if they finish


early.

f. Math Practices-at smart board

i. Read and discuss strategies together with students at smart board.


g. Exit ticket- on rug

i. Students will identify the number of tens and ones in the numbers
that I say.

1. Students will be given a white board, marker, and sock.

2. Students will know they are correct when they are told to
erase. Otherwise they will be directed to check their work.

VI. Materials and Equipment:

Smart Board, Envision Math Interactive Digital Book, student math journals,
Interactive Math story booklets, white board, marker, sock, counters, ten-
frames.

VII. Assessment/Evaluation:
a. Interactive Math Story

b. Journal work

c. Observation of student activity

VIII. VII. Differentiation: Individualized Activities:

a. High-level students

i. Students will be pulled by teacher for extension work.

b. lower level students

i. Students will be worked with in small group or individually during


independent work.

IX. Technology:
Smart Board, Envision Math Interactive Digital Book

X. Self-Assessment:

Student engagement, student responses to questions, student work in math


journal, and observation during activities will serve as an immediate
evaluation of the specific lesson and previous lessons.

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