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UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):


Maritza Miranda 1st Mrs. Lawler

Subject area(s): Unit Topic/Theme: Lesson Title:


Math Place Value Representing Numbers in Multiple ways
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:

§111.3. Grade 1 (c)(2) (I) demonstrate I. Numeric Reasoning


(b)(2)(B) use concrete and listening comprehension D. Representations
pictorial models to compose of increasingly complex 1. Interpret multiple
and decompose spoken English by representations of equations and
numbers up to 120 in more following directions, relationships.
than one way as so many retelling or summarizing
hundreds, so many tens, and spoken messages,
so many ones; responding to questions
and requests,
(b)(2)(C) use objects, pictures, collaborating with peers,
and expanded and standard and taking notes
forms to represent numbers up commensurate with
to 120; content and grade-level
needs.
(b)(5)(C) use relationships
to determine the number that (c)(3)(E) share
is 10 more and 10 less than a information in
given number up to 120; cooperative learning
interactions;

Lesson Objective(s)/Performance Outcomes


Content Objective:
I will be able to use concrete and pictorial model to make and unmake numbers in more than one way.

Language Objective:
I will be able to orally discuss different ways to show a number.
Assessment (Description/Criteria)
At the end of the lesson, the students will complete the graphic organizer of different ways to show a number.
Students will choose a number and will have to correctly draw, write, build, and expand the selected number.
This will help me see if they understood the different ways one can represent one number. The graphic
organizer consists of base ten blocks, tens and ones, standard form, more/less box, and expanded form. If the
student is able to show me multiple ways of creating the number with the base ten blocks, they will receive an
E for extends. If the student is able to do it on their own they will receive an M for meets standard. If the
student needed a little bit of assistances and did not get all of the multiple representations correct, they will get
an S for still developing. If the student needed much assistances in this assessment, they will get an N, which
means needs improvement.
Materials and Resources
Place value mat
Unifix cubes
Document camera
Different Ways to Show a Number graphic organizer

Management of the Instructional Environment


To start the lesson off, the students will all sit on the carpet each student in one square. When it is time to
discuss what is asked of them they will turn to the person next to them and discuss their answers and explain to
each other their reasoning. The students will be sent to their desks and we will complete the activity together. I
will be walking around to see how the students are doing and if they need any help. They will be able to discuss
with their groups what they believe the correct way in showing the multiple ways to represent a number. I will
use different call backs throughout this lesson, so I can get the students attention.
Technology Integration
To integrate technology, we will use the document camera and the screen, so the students can see what I am
trying to teach them. This will help them follow along to what I am saying.

Diversity and Equity (Accommodations, Modifications, Adaptations)


Some accommodations will need to be made for ELL students. The accommodations that could be used for
these students in this activity could be speaking slowly and using hand gestures, so they can understand what is
being asked of them.

Activities/Procedures

Anticipatory Set

The students will be sitting on the carpet to start this lesson off. To engage the students in this lesson, I will
write two truths and one lie of the different ways one can represent a number. The two truths would be 32 has 3
ten and 2 ones and that 1 more than 54 is 55, 1 less than 54 is 53 and 10 more is 63 and 10 less is 44 while
using the more/less box and the lie would be 27 has 2 hundred blocks and 7 ten blocks. The students will work
together and discuss which one they think is the lie and which ones are true. I will be going around listening to
their discussions and asking them which ones they think are true and which one is a lie and asking why they
think so.

Input/Modeling

While the students are still sitting on the carpet, I will model to the students the different ways to show a
number on the board, so they can understand and remember what they have learned from the previous days. I
will write a number on the board and I will write and draw how the number looks in base ten blocks, tens and
ones, standard form, more/less box and expanded form.

Guided Practice

I will write 69 on the board and I will call on students to come up to the board to show me how to write the
number in either base ten blocks, tens and ones, standard form, more/less box and expanded form. I will do this
with the students one more time with a different number, so I can see if they understood what I taught them and
help them if they need it. I will ask different questions like how do you know that this number, 69, has 6 tens
and 9 ones.

Independent Practice

The students will go to their desks and work on a number they selected. The students will select their own
numbers and will be using this on the graphic organizer. The students will start off at the standard form and
once they get to the expanded form, they will need to put their hand on their head so I can check to see if they
have done it correctly. Once I check it, they will finish their graphic organizer and raise their hand. I will ask
them to complete their number on the place value mat by using unifix cubes. When they have finished this I
will check to see if they did it correctly. If a student is done before the whole class is done I will give them a
sticky note and ask them what is another way to represent this number.

Closure

When I see that all of the students are done, I will do a call back and have one student come show me on the
document camera what they did. While doing this I will be asking the student how they knew to write the
number in the way they did. I will have students explain to me what they learned in math. I will ask them how
many ways can you represent a number? Why should we know the multiple ways to represent a number?

I will pick up their graphic organizers and then will distribute a new graphic organizer to use as an assessment.
They will use the number 45 to complete their graphic organizer and I will give them a grade based how well
they did.

Reflections and Documentation/Evidence of Lesson Effectiveness


Be sure that this is specific.
What happened during the lesson? (Brief summary --- help the reader know how you were able to follow
your lesson plan.)

What parts of the lesson led to engagement and student learning?

In thinking about your first two responses --- So What does it mean about your planning? So What does
it mean about student learning? So What does it mean about your learning to teach?

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply
what you learned from teaching this lesson to your teaching of future lessons?
Pre-Observation Conference
1. What should your students know and be able to do by the end of the lesson? 


The students should be able to show me different ways to write a number. They should
know that a number can be written in different forms but that does not change the value
of the number.

2. What learning experiences will you and your students engage in to achieve the objectives? 


We will use multiple types of math manipulatives that help the students understand the
different ways a number can be represented. We will have different examples that will
help them understand the multiple ways to represent a number and a discussion, so every
student comprehends the content.

3. What challenges do you anticipate and how will you address them? 


A challenge that I anticipate occurring might be the students talking while I am talking.
To address this, I will have different call backs which will help with them giving me their
attention and focusing. Another challenge I might face is having some students not
wanting to follow directions. To address this issue, I will talk to the student about how we
need to be respectful and follow the rules. If they do not follow the rules I will have to
give them practice academy which is what the students that misbehaved in class have to
participate during recess for the first 10 minutes of their recess.

4. In what ways will you verify whether your students have mastered the objective? 


To verify whether the students have mastered the objective I will ask them questions that
will be relevant to what they have learned like how do you draw the number 12 with
using base ten blocks? How do you know this? I will have students tell me what they
have learned from the lesson which will show me if they have mastered the objective.

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