STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Taylor Bowers Grade: 1st Topic: Base 10
Brief Lesson Description:

Students will be taking a number and grouping it into tens and ones. Students will be working on different ways to
express their groupings.

Specific Learning Outcomes:

• The student will separate a number, of up to 110, into groups of tens and ones.
• The student will identify the place value of the number given to them.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)

All students will be held to the same expectation regardless of race, gender, etc.
All students will have the same opportunities to work with manipulatives.

Narrative / Background Information

Prior Student Knowledge:

• The student should understand tens and ones.

• The students should understand place value.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

Standard: 1.2 The student, given up 1.15 Understand numbers, ways of
to 110 objects, will The student will apply motor skills representing numbers, relationships
a) group a collection into tens and (e.g., cutting, modeling, molding, among numbers, and number
ones and write the corresponding tearing, weaving) to create two- and systems
numeral three-dimensional works of art.

In pre-K through grade 2 each and

every student should use multiple
models to develop initial
understandings of place value and
the base-ten number system
Specific Problem-Solving Strategy being used:

 Use logical reasoning

Possible Preconceptions/Misconceptions:

• Students may miscount by counting a block twice or by skipping a number.

• Students may write the number incorrectly by reversing the order.
• Students may confuse the meaning of place and value.
JIT resource

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

Students will listen to the place value song! After they listen to the song, the students will participate in a class
activity. To focus and review on the student’s prior knowledge they will work on a two-digit base ten scale. The
teacher will ask the student to form tens and ones to make a number together. Once the teacher has given the
students a number, they must work together to represent the number using only their person. Ten students will
hold hands to form a “tens” and students that are alone will be the “ones.” Students should take turns being in the
group of tens so that no student is left out. The teacher will give the students several different number so that all
students get to participate.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions: Materials

need:
• Laminated template
• Dry erase marker
• Erasers for templates

This lesson will focus on base ten manipulative and separating numbers into tens and ones. To start this lesson,
the teacher will do some examples with the class. The teacher will put a number on the board, such as 22, and
have students raise their hand once they have divided the number into tens and ones. The teacher will call on
one student and get their answer. The teacher will ask the student “how did you come up with this answer?”
once the student has given their answer, the teacher should ask the class “is there another way we can solve
this?” and continue until all answers have been shown on the board. This activity will be repeated a few times
to make sure students understand what they are doing.

EXPLAIN: Concepts Explained and Vocabulary Defined:

For this lesson students will be taking part in a think-pair-share activity. Students will be paired off into groups of
two and given a laminated worksheet template to work on. The worksheet template (provided below) is divided
into four parts. The students should fill out their sheet individually first before discussing with their partner. The
teacher will give all the students a number to use while filling out the template. Using a dry erase marker, student
will write their number in the number box. Next, they should break the number up into tens and ones and up them
in the corresponding boxes. Students should use their base ten manipulatives to put tens and ones in the boxes.
Last students should total the number of tens, total the number of ones, and add them together to get the total
number again. Once students have finished their template, they should turn to their partner and discuss what they
got. If their answers are different, they should discuss if both answers are correct. Next students will share in a full
class discussion. The teacher will ask a group what their answers were. Once the group shares their answers, the
teacher will write them on the board. Then the teacher should ask the students “Are there any other ways that we
can break up the tens and ones?” The class should work through them together until all possibilities have been
found.
Vocabulary:
• count
• digit
• grouping
• tens
• ones
• place value
• regrouping
• value
• set
ELABORATE: Applications and Extensions:

The class will go outside, and student will be divided into small groups. The teacher will give all the students a
number between 1-110. In groups, the students should discuss and decide on a way to represent the number
that was given to them i.e., counting sticks or leaves into groups of tens and ones. When the students have
completed their task, they should bring it to the teacher to get it checked. Once all groups have completed the
task correctly, the class will go back inside. Once all students are back inside the classroom, the students will be
playing base 10 bingo. On premade bingo cards, students will have twenty-four numbers, from 1-110, and a free
space. The teacher will write on the board a specific number of tens and ones and students will have to do the
math and see if they have that number on the bingo card. For example, the teacher may write 3 tens and 6 ones.
Students will do the math to come up with the number 36. The student should look for the number 36 and if
they have it, block it out. When the student gets 5 across, 5 down or 5 diagonally, they have bingo!
EVALUATE:

Formative Monitoring (Questioning / Discussion): Class discussions and self-assessment

The self-assessment will be like the one provided below. Students will highlight or circle the one that they feel
best represents them. These will be turned in to the teacher with the student’s name on it so they will be
anonymous to other students but the teacher will be able to identify who need help.
 I understand the content. I think I understand the content, I do not understand the content
but I have questions, or Some and need help.
things do not make sense.
Summative Assessment (Quiz / Project / Report) (Include a rubric): Quiz.
The rubric for the quiz will look like the one provided below.
0 1 2
No solutions provided Partial solutions provided All solutions provided

No work complete Partial work complete All work complete

Cannot communicate strategy Partially communicates strategy Efficiently communicates strategy

Plan for differentiation: (Be sure to specifically address the following learners)
• Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)- students with
highincidence disabilities will be given visuals and manipulatives to help aid them.

• ELL- ELLs will be given numbers in English and in their native language, that way they will be able to make
the proper connections needed for them to understand.

• Gifted learners- Gifted learners will be given the options to use higher 3-digit numbers in activities where
applicable.
Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
Base 10 construction Popsicle stick base 10 Hands-on place value

Students will be given base 10 blocks to Students will be grouped into groups of Students will work individually with the
pick from. They should build something two. They will be given a set of popsicle teacher using manipulatives, such as cube
with those blocks. Once they are finished, sticks. On one side of the stick is ten blocks, to build sets of tens and ones. The
they should write down what they built, squares and on the other side is one teacher will have the student work on
how many tens and ones they have and square. Students should take turns breaking down numbers into tens and
the total number of blocks. throwing all the popsicle sticks and ones, starting with lower numbers and
counting the number of squares that are slowly working their way up to larger
face up. The student should put the numbers.
amount in their box and the other student
should do the same. Once they both have
a total number, they will see who won that
round and play again.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice? This practice will be evaluated by how engaged the students are and how
 well the students do on their assessments. I will also take note of each activity so I can see which activities
work best in the classroom.
 Where might/did learners struggle in the lesson? Students may mix up place value. Students who mix up place
value will be placed in small groups and given activities to help better there understanding of place value.
 How can the lesson be strengthened for improved student learning? I think this lesson could improve by finding more
videos that the students can watch and relate to.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? Yes, by asking students about
their though process when determining answers provides some form of culturally responsive teaching,
although I do think that it can always be improved.