Updated 11/10/174:31 PM

1 st Grade Lesson Plan Counting with Ten and Leftovers - Using Base Ten Blocks

Intern/Resident: Date: Subject: Grade

Level:
Sheri Hanson 10-5-17 Mathematics 1st
Projected Length of the Lesson:
60 minutes
Learning Objective (Learning Intention)
The students will understand place value by representing numbers with tens and ones.

Mathematics: Grade 1: 111.3

b:(1.2B) Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many
hundreds, so many tens, and so many ones.
b:(1.2E) Use place value to compare whole numbers up to 120 using comparative language.

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)
I will know students understand the objective by where they put each digit, from the two digit number, on the place value
chart written on their desk.
I will know the students understand the learning objective by their answers written on their individual white boards.
I will see how well they understand the place value by how they complete the place value activity with their partner.
I will ultimately know the students have mastered the learning objective based on how well they complete the cut and glue
matching activity.

Students will know their mastery by being able to state:

1. I will be able to represent a one digit or two digit number by using place value blocks.
2. I will understand that the digits under the tens place is in sets of ten and the digits in the ones place is single units.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)
We are learning that numbers have specific values and this can help us count to a total. Learning this skill will help us to understand
money and how to buy items in a store.

Interdisciplinary Connections (Other Subject Integration)

English: 110.12
b:(1.15A) Follow written multi-step directions with picture cues to assist with understanding.
b:(1.24C) Record basic information in simple visual formats.
b:(1.27A) Listen attentively to speakers and ask relevant questions to clarify information.
b:(1.27B) Follow, restate, and give oral instructions that involve a short related sequence of actions.

ELPS
Overall Learning Strategies:
C1A: Use prior knowledge
C1C: Learn new vocabulary
C1E: Use and reuse new vocabulary

Listening:
C2E: Use visual and/or contextual support to confirm understanding
C2G: Understand general meaning, main points, and details
C2H: Understand implicit ideas and information
C2I: Demonstrate listening comprehension

Speaking:
C3B: Use new vocabulary in stories, descriptions, and communication
C3D: Speak using grade level content area vocabulary
C3E: Participate in cooperative groups
C3H: Narrate, describe, and explain

Reading:
C4F: Use visuals and contextual support to read text

2
 Updated 11/10/174:31 PM

Page 1 of 3
Writing:
C5B: Write using new vocabulary

Class Information
There are two male students who are not allowed to sit together, or be in the same cooperative group.
There are a few students with focusing problems, so classroom participation may vary.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson :
Through the Pearsons Reteach to Build Understanding 8-1, I will see how much the students remember from previous
place value lessons.

2. Assessing understanding during the lesson :

I will be able to realize my students understanding by how they answer the questions on their desks and white boards.

3. Assessing mastery after the lesson :

I will have students independently complete a cut and glue matching activity, to check for their mastery of the lesson.
Technologies and Other Materials /Resources
- Dimes, pennies, and pic of candy
- ABCya game
- Desk tops with dry erase markers
- Individual white boards and dry erase markers
- Base 10 blocks
- Magnetic Base 10 Blocks
- Place value activity page
- Cut and glue matching page

Academic Vocabulary
Digit: Any of the numbers from 0 to 9
Place Value: The value of a digit (1-9), depending on its place in a number
Standard Form: A number written with number digits the common way.
Tens Place: In a two digit number, the tens place is the left digit, and tells you how many tens are in the number.
Ones Place: In a two digit number, the ones place is the right digit, and tells you how many singles or ones are in the number.

Lesson Procedures/Learning Activities:

Introductory Activity/Opening:
The teacher will read the learning objective and have the students repeat the learning objective out loud. The teacher will tell an
interesting real world story, as an attention getter, about how she wanted to buy a piece of candy and had to use place value to figure
out how much money to use.

Information Giving:
The teacher will display on the webcam, Pearsons Reteach to build understanding 8-1. This will be a whole group practice, hands-
on activity, with the students using Base 10 Blocks (longs and single units) at their desks. The teacher will instruct the students to
draw on their desk with their dry erase marker; Tens and Ones with a line between them. The teacher will ask the Desk Managers to
come up and get four bags of Base 10 Blocks and pass them out to their group. The teacher will then draw a students number to
come to the board to solve the problem, while the rest of the class puts the Base 10 Blocks in the correct place on their desk.
When the activity is done, the teacher will direct the students to put their Base 10 Blocks at the top of their desk over their name and
erase the marker lines on their desk.

Modeling/Providing Examples:
The teacher will pull up ABCya.com, which is an interactive game, and project it on the board to provide examples. The teacher will
ask the desk managers to pass out white boards to their group. As each section of the game is played, the students will draw the
answer on their white boards. The students will hold up their white board for the teacher to see. The teacher will walk around the
room verifying every student has the correct answer. Then, the teacher will put the number in the calculator, on the game, to see if
they were correct.
When the activity is done, the teacher will direct the desk managers to pick up the white boards and put them away.

Guided Practice:
The students will work in pairs to complete a place value activity. The teacher will be walking around the room to guide students

2
 Updated 11/10/174:31 PM

and correct any misunderstandings. When completed, the teacher will have student share their answers to the class. Page 2 of 3

Higher Level Questions/Thinking Opportunities:

1. Can you think of a situation where it would be important to know proper place value?

2. Why is place value important when dealing with money?

Independent Practice:
The students will independently complete a cut and glue matching activity, where they will glue the correct Base 10 Block picture to
the corresponding number.

Closure/Culmination Procedure:
- The teacher will ask a few higher students to come to the board and write a three digit number, and then put the magnetic Base 10
Blocks on the board to match their number. Other students that feel capable can do this as well.
- The teacher will re-read the learning goal and ask the students if they feel they understand the objective taught. The class will
Mix-Pair-Share High-Five, answering what they learned today.

Instructional Strategies for High Student Engagement

- Funny real world story as an attention getter
- Base 10 Block manipulatives
- ABCya fun interactive game on the computer
- Using dry erase markers on individual white boards
- Cut and glue matching activity
- Elbow partner sharing
- Student teaching
- Mix-Pair-Share High-Five

Differentiation (Content, Product and/or Process)

Lower Students:
Students will either be guided through the activity in a whole group setting, or they will be working in pairs to complete the task, as
well as, the teacher will be walking around to help with any struggles.
Higher Students:
The teacher will ask any students that feel capable, to come to the board and write a three digit number, and then put the magnetic
Base 10 Blocks on the board to match their number.

Anticipated Student Difficulties or Misunderstandings:

There may be technical difficulties with the computer to bring up the ABCya site.
Some students may not be focused on the lesson.
Some students may not be focused when they are expected to respond and give off topic answers.
Students may have difficulty remembering the key vocabulary.
Students may get off task while discussing the lesson with their Elbow Partner.
Some students may play or be silly in the Mix-Par-Share High-Five.
Page 3 of 3