CEP Lesson Plan Form

Teacher: Megan McHugh Date: March 7th

School: Beattie Elementary Grade Level: 1st grade Content Area: Math

Title: Ones and Tens Lesson #: 1 of 2

Lesson Idea/Topic and The students need extra support on Topic 10- 4 in Curriculum Math Envision; using
Rational/Relevance: mental math, counting 1s or 10s on a number line. The students will spend time
practicing this skill before moving on to Topic 10-5

Student Profile: There are 24 students in this 1st grade class. 4 students have a behavior chart, but
multiple others require frequent reminders and redirections. The class is divided
pretty evenly of really advanced students and students who are still working to be at
grade level.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 1. Number Sense, Properties, and Operations
1. The whole number system describes place value relationships within and beyond 100 and forms the foundation for efficient algorithms
c. Use place value and properties of operations to add and subtract.

Understandings: (Big Ideas)

The students will be able to use a number line to add ones and tens to a number.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
What did we learn on Friday in math?
What difficulties did you have?
What is the reason why we are using number lines?

Evidence Outcomes: (Learning Targets)

Every student will be able to: look the numbers and determine if my problem needs to jump by 1 or 10 on my number line
I can: use a number line to solve an addition problem
This means: I know if I need to jump 10s or 1s to solve a problem

List of Assessments: (Write the number of the learning targets associated with each assessment)
Formative assessment to gauge whether or not the students understand how to use a number line to add 1s or 10s.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Ones and Tens

The purpose of this lesson is to retouch on a math topic that the student’s need more practice
with. The students had a hard time conceptualizing how to break up numbers into 10s if the
problem required jumps of tens or jumps or tens and ones in the same problem.

Co-Teaching Which model(s) will be used? Team Teaching/ One teach, one assist
Will co-teaching models be utilized in this lesson? Why did you choose this model(s) and what are the teachers’ roles? My mentor teaching is
Yes X No ___ wonderful at being explicit in important details in a lesson (I am working on this skill) and as
the students need a refresher on this math skill, explicit teaching would benefit them. Jessica
will retouch on the topics in two specific ways, I will jump in and work on example problems.
Once the students are working independently, we will both walk around and support as need
be.

Approx. Time and Materials The lesson will be 45 minutes

expo markers, erasers, number line boards
100s chart
Open Number Line Worksheet

Anticipatory Set The strategy I intend to use is: Direct Instruction

I am using this strategy here because: the students showed that they need more direction,
instruction, and practice with this subject. The last lesson the students were introduced to the
topic through guided lessons.
Procedures The strategy I intend to use is:
I am using this strategy here because:

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

1. Jessica: explicitly 1. listening respectfully and Formative assessment to

introduce/model an addition attentively while we are gauge whether or not the
equation to practice starting learning how to use a students understand how to
at a specific number and number line to solve addition use a number line to add 1s
then jumping by tens on a problems. Asking questions or 10s.
number line. The equations as they come to me.
have been premade and will 2. not doodling on my
be shown on the smartboard number line, I will write the
Then model an addition addition equations and the
equation where you jump by correct numbers to complete
10s and 1s on a number line the line and solve the
to find the sum. problem (and again 5 more
2. Megan: introduce the times)
number line sheets – no 3. following directions, clean
doodling, only wiring the up the supplies and wait for
math problems and the my worksheet
number line factors. 4. working on my worksheet
introduce one the problems independently with zero
the students will do on the voice I will apply what I
white board sheet, after the learned from Mrs. Wolfe by
students have time to figure splitting numbers into tens
out the problem on their and ones, jumping by those
own, then walk through the on the number line and
problem together. The finding the sum of each
students will be at their equation.
desks so Jessica and Megan
will walk around to look for
students who are showing
understanding and growth.
Repeat for 5 more problems
3. clean up supplies and
introduce the work sheet to
the students. Ask if there are
any questions
4. inform students that it is
independent work, zero
voices – still walk around to
help and see where students
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CEP Lesson Plan Form

Closure The strategy I intend to use is:

I am using this strategy here because:

Differentiation Modifications: Content Process Product Environment

a hundreds
chart will be
available to
students who
need help
moving up and
down (10s) and
left to right (1s)
Extensions: Extensions will
be made based
on the student
success and
understanding
from today’s
lesson –
qualifications
will be made if
questions arise
Assessment

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were there
additional co-teaching strategies used during the lesson not planned for initially? Please explain.

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it
relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning?
Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-
rationale for what you are trying to accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel teaching,
Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson, To put students into a receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is
not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the
activity is too easy for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description of what you were looking for in each
assessment. How do you anticipate assessment data will inform your instruction?

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