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b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.
c. 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).
(Copy and paste the strand and standard for both the academic and art-form subject areas.
Include all of the wording for both)
Learning objectives/Goals:
(Students will be able to; use words such as explain, conduct, plan, carry out, observe, develop,
etc…)
Students will be able to demonstrate tens and ones using their bodies and explain the
differences.
Essential question: What makes a TEN? How can I show ones and tens using my body.
(This is the question the students will be exploring.)
Assessment:
(Explain all forms of formative and summative assessments that occur during the lesson.)
Formative: Through out the lesson, students will be asked comprehension questions to
Instructional strategies:
(Ways to achieve the learning objectives and to meet the needs of the students.)
Learning activities:
(Describe the opportunities you have given your students to develop the skills of the lesson’s
objectives. This is a synopsis of the activities in the lesson structures and procedures.)
Review the
Technology:
(Describe the instructional technology that was used to enhance instruction.)
Differentiation:
(Describe the modifications used to meet the needs of students in SPED, ELLs, and early
finishers.)
Classroom management:
(Describe the strategies used to help keep the students on task.)