Victoria Moon

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Mathematics

LESSON RATIONALE
 This lesson is important because students are going to see numbers past 10 in every
aspect of their life, including math classes they will take later on in life. Students are
going to need to know what they look like, how to write them, and how to represent
them.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s): Students will understand how to make the numbers 11-19 using ten frames.
B. Objective(s):
1. After completing the lesson, the students will be able to write the numbers 11-19.
2. Given ten frames, the students will be able to represent the numbers 11-19.
3. By completing the activities, the students will be able to make the numbers 11-19
using ten frames.
C. Standard(s): 1.NS.2: Understand that 10 can be thought of as a group of ten ones —
called a “ten." Understand that the numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight, or nine ones. Understand that the numbers 10, 20,
30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens
(and 0 ones).
II. Management Plan-
a. Materials
i. Book “One Is a Snail, Ten Is a Crab”
ii. Powerpoint
iii. Projector
iv. Counters
v. Ten Frame Worksheet
vi. Ten Frame Exit Ticket
Time (1 Hour)
i. Anticipatory Set & Purpose Statement (12 Minutes)
ii. Input (10 Minutes)
iii. Guided Practice (15 Minutes)
iv. Independent Practice (13 Minutes)
v. Output & Closure (10 Minutes)
b. Space
i. Classroom
a. Carpet (Anticipatory Set/Input/Guided Practice)
b. Desks (Independent Practice/Output/Closure)
c. Expectations/Behavior
i. As I read the book, the students should be sitting on the carpet silently
listening and thinking about the different animals that are mentioned.
 ii. When I finish reading the book, the students should raise their hand to
answer the questions I will ask.
iii. When I am teaching the students how to make the numbers 11-19, they
should be listening to what I am saying and paying attention to what I am
doing so they will know how to do it when it is their turn.
iv. When the students are working on independent practice, their voices
should be at a level 1 or 0.
v. Students should raise their hand if they need anything.
III. Anticipatory Set (10 minutes)
a. “Today we are going to begin our math lesson by reading *holds up book* ‘One Is
a Snail, Ten Is a Crab’. As I read this book I want you to think about the different
animals that are mentioned in it and what they represent. Before I read it, I have a
question for all of you. As I read, are you going to talk to your neighbor or
interrupt at any time? I want you to raise your hand and tell me the answer.”
*Chooses a student. Student answers* “Great! Lets begin” *Reads the book* “So
what animals did you notice in the book? Did you notice what they were
represented as? Raise your hand and I’ll call on you.” *Chooses a few students to
answer the question. Moves onto the purpose statement.*
IV.Purpose: (2 minutes)
a. “Today we are going to talk more about making the numbers 11-19 using ten
frames. This is important because you are going to see numbers past 10 in every
aspect of your life, including in later math skills that you will learn in first grade,
and it is important to know what they look like and how to write them.”

PLAN FOR INSTRUCTION

V. Adaptations
a. If there is a student in the class who struggles with reading, I will read the directions
for them so they will be able to do what is asked of them.
b. If there are students in the class who get called to work with another teacher at any
point during the lesson, I will work it out where they are able to complete the
worksheet and exit ticket at another time with me so they are able to complete it.
VI.Lesson Presentation (Input/Output)
a. Input (10 minutes)
i. This will be slides 1-3. Begin PowerPoint. “Today we are going to learn
about numbers in the teens.” *Go to slide 2. Hit the space button.* “The
numbers are 11-19. They have a ‘1’ and another number that is ‘1-9’. Does
anyone know what the numbers represent? Raise your hand and I will call
on you.” *Calls on a couple students to see if they know. Hit the space
button.* “The numbers in red represent the 10’s place which is equal to
having 10 ones. The numbers in blue represent the 1’s place which is equal
to the amount of ones that are left over after 1 group of tens.” Go to slide 3.
Hit the space button twice* “In order to make these numbers, we are going
to use 10 frames.” *Hit the space button and begin passing out 10 frames
to the students with 19 counters.* “10 frames helps us to be able to see the
amount of counters we need to make the specific number.” *Hit the space
button.* “Before we work on some together, I want to see if you can tell
 me how many counters you would need to make the number 15. Raise
your hand and I will call on you.” *Students hands go up. Calls on a couple
students to see if they know.* “We will use 15. Good job!”
b. Guided Practice (15 minutes)
i. This will be slides 4-8. *Go to slide 4.* “We are going to work on some
together.” *Go to slide 5.* “Using your counters and your 10 frames, I
want you to try to make the number 17. When you are finished put a
thumbs up.” *Watches as the students make the number 17 and then puts
their thumbs up.* “Great job! Can someone tell me, by raising their hand,
how you made the number 17 using your counters and 10 frame?”
*Students hands go up. Calls on one student who hasn’t talked yet.* “Great
job! Now we are going to do another one.” *Go to slide 6.* “Using your
counters and your 10 frames, I want you to try to make the number 12.
When you are finished put a thumbs up.” *Watches as the students make
the number 12 and then puts their thumbs up.* “Great job! Can someone
tell me, by raising their hand, how you made the number 12 using your
counters and 10 frame?” *Students hands go up. Calls on one student who
hasn’t talked yet.* “Great job! Now we are going to do another one.” *Go
to slide 7.* “Using your counters and your 10 frames, I want you to try to
make the number 19. When you are finished put a thumbs up.” *Watches
as the students make the number 19 and then puts their thumbs up.* “Great
job! Can someone tell me, by raising their hand, how you made the number
19 using your counters and 10 frame?” *Students hands go up. Calls on
one student who hasn’t talked yet.* “Great job!” *Go to slide 8.* “Now
you guys are going to do this on your own. Before you do, I want you to
show me using your hands, how confident you feel about making the
numbers 11-19 using 10 frames and counters. You are going to use a 1-5
finger scale to do this. Put one finger up if you feel like you have no idea
what you are doing, three fingers up if you feel pretty confident but that
you need a little extra help, and five fingers up if you are super confident
and feel like you don’t need any help.” *Watch as the students put their
fingers up and take note of the ones that put a 1, 2, or 3 up. Have students
go back to their desks and begin passing out the worksheet. Collect the
counters and 10 frames from your students at this time as well.*
c. Independent Practice (13 minutes)
i. “This worksheet that I am passing around will just be some extra practice
for you on making the numbers 11-19. Instead of using the 10 frames and
counters like you did on the carpet, I am going to have you use your pencil
and make a circle in each of the boxes that you need to be able to make the
number for each problem. If you need any help, raise your hand and I will
come help you. If you get done early, you may help those at your table that
need help. You will have 10 minutes to complete the worksheet. When you
finish, hold up your paper and I will come and collect it.” *Walk around
and answer any questions that students may have and collect the
worksheets as students finish.*
d. Output (5 minutes)
 i. *Pass out exit ticket to students.* “Now that you have finished the
worksheet I am passing out a little four question exit ticket just to see
where you are at in the lesson and if you might need extra help on
anything. You will have 5 minutes to complete it and when you are done,
hold it up and I will collect it. This will be done individually and if you
finish early, you may doodle on scrap paper or sit quietly until the eight
minutes are up. Your 5 minutes begin now.” *Walk around and help
students as best without giving them the answer as they need it. Collect
any that are finished early and collect the rest when the time is up.*
VII. Check for understanding.
a. After I told the students the numbers that we would be working with, I asked them
if they knew what the digits represented.
b. Before the guided practice, I asked the students if they knew how many counters it
would take to make the number 15.
c. At the ends of slides 5-7, before I went to the next slide, I asked my students if
they could tell me how they made each number step-by-step.
d. Before the students moved onto the independent practice, I had the students take a
little 5 finger quiz to show me where they were at. 1 finger means they don’t know
what they are doing, 3 fingers mean they are getting it but they need a little extra
help, and 5 fingers mean they know exactly what they are doing and they don’t
need any extra help.
VIII. Review learning outcomes/Closure (5 minutes)
a. “Today we learned more about how to make the numbers 11-19 using ten frames
and counters. We also learned what the numbers represented. Does anyone have
any questions?” *Answer any questions that students may have.* “By raising your
hands, I want two people to tell me your favorite part about the lesson today.”
*Choose two people who are sitting quietly with their hands raised and have them
say what their favorite part about the lesson is. Have Mrs. Moore take over to have
them get ready to go to lunch.*

PLAN FOR ASSESSMENT

 Formative Assessments: Asking the students if they knew what the individual digits in
the numbers represented, asking the students if they knew how many counters it would
take to make the number 15, and making the numbers from the PowerPoint
 Summative Assessments: The 10 frames worksheet, the exit ticket, and the 5 finger quiz
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. After grading the worksheet that they completed, all students achieved the
lesson objectives.
2. What were my strengths and weaknesses?
a. Strengths: The book that I chose was engaging and the students were able to
learn from it, my materials were organized and were ready to be distributed, I
showed patience and kindness, I set a timer to try to keep on track
 b. Weaknesses: It was hard to get the students attention back after certain times, I
didn’t circulate during the guided practice, my questions needed to be deeper, I
lacked professional presence, I need to practice pacing
3. How should I alter this lesson?
a. Use different management methods such as “Class Class” to get students
attention
b. Practice the lesson ahead of time
c. Have students read quietly after they finished the worksheet
4. How would I pace it differently?
a. Not wait so long between numbers during the guided practice
5. Were all students actively participating? If not, why not?
a. Most students were but some were getting off task and disrupting others
b. I think some were bored or didn’t understand what they needed to do
6. What adjustments did I make to reach varied learning styles and ability levels?
a. The guided practice was hands on so there was bodily kinesthetic
7. What is one thing that I did to make the lesson go smoothly?
a. I set a timer to be able to monitor the time during the independent practice
8. Were all of my extra materials (PowerPoint, 10 frames worksheet, exit ticket)
beneficial to help my students understand how to make the numbers 11-19 and what the
digits represented?
a. The exit ticket was too complicated for the students to complete but the
worksheet and the PowerPoint was engaging and they were able to understand it
9. Did I effectively teach this standard in a way that students would be able to teach others
about this topic?
a. Yes I believe I did because most students got a 100% on the worksheet
Name: _______________________________ Date: ______________________
Directions: Using your pencil, draw the amount of circles needed to make the number in each
problem.

1. 14

2. 17

3. 15

4. 12
5. 18

6. 13

7. 11

8. 19

9._16
Name: _____________________________ Date: ___________________
Exit Ticket
Directions: Read what each question wants you to do and complete it to the best of your abilities.
For question 1, write out the numbers 11-19.
1.
_______ _______ _______ _______ _______ _______ _______ _______ _______
For question 2, in the number 15 what does the ‘1’ represent?.
a) The amount of 1’s left over after one group of 10’s

b) 1 group of 10’s

For question 3, in the number 13 what does the ‘3’ represent?

a) 3 groups of 10’s

b) The amount of 1’s left over after one group of 10’s

For question 4, use your pencil and make the number 17 by drawing the amount of circles that

are needed.

4.