Title

Part 1: Lesson Overview

Instruction Time and Place: Number and Grouping of Students for Instruction: Date: Grade:
Tuesday: 45 minutes Pairs or small groups 11/24/2020 1
Learning Segment Topic: Place Value
Lesson Topic: Base Ten

Part 2a: Target Student Learning Standards

Standard Code CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
CCSS.MATH.CONTENT.1.NBT.B.2.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).

Part 2b: Lesson Objective

The objectives of these lessons is to
 Introduce and familiarize students with number sense.
 Students should understand there are many ways to represent a number.
 Students should understand that the number 11-19 don’t follow the typical pattern of naming tens and
ones.
 Students should understand grouping as a way to count.

Part 3: Assessment Plan

Pre-Assessment Tools Used Prior to Lesson:
Worksheet #1 along with seven-fourteen Reese’s Pieces

Formative Assessment Tools Used During Lesson: Interacting and participating in the reading.

Summative Assessment Tool(s) for Learning Segment: Worksheet #2 and a total of twenty-five Reese’s
Pieces

Part 4: Supports for Diverse Students in Sequence of Instructional Strategies and Learning Tasks
Content: The students will learn how to properly and accurately group numbers. They will be able to look at a
number and figure out how many groups of one’s and ten’s they have in front of them.

Process: This lesson allows students to work and learn at their own pace while practicing. The students who
are further behind are able to more one-on-one attention to work on that students specific needs while not
holding the students who excel in this topic to feel delayed.

Product: Student’s will be able to show what they have learned through two worksheets. Students will be
able to actively change their groupings based on the different sets of numbers they have in front of them to
complete the assignment. There is no formal assessment to go along with the lesson, so it’s based on what
the teacher is able to see what the students produce.

Affect/environment: Students can sit together in groups to work in this assignment to help each other if
needed. Students will be able to ask the person sitting next to them and compare answers. Students are
encouraged to only discuss their findings after both students have placed all of their Reese’s Pieces. A
teacher could place a lower performing student with an average performing student. The lower performing
student will benefit from a peers perspective and assistance, while an average or above average performing
student will benefit from being able to assist another student, showing they understand the topic. Depending
on allergies in the classroom, the Reese’s Pieces can be changed to any other candy or manipulative.

Part 5: Sequence of Instructional Strategies and Learning Tasks

Introduction: Students receive worksheet #1 along with seven- fourteen Reese’s Pieces candy. They are to
separate the amount in front of them into the ten’s or one’s categories depending on their amount. If they
have ten or more Reese’s Pieces they are to put ten of those into the ten’s category and if they have less
than ten or above ten, to put the rest into the one’s category. Students are to be encouraged to do their best
and once they think they have the correct answer leave the candy on their paper while we read the book.

While reading the book Reese’s Pieces Count by Tens stop multiple times throughout the book to ensure
that students are engaged and involved in the reading. The book categorizes the singular pieces as one’s
and groups of ten pieces into ten’s. Students should be actively participating in guessing and anticipating in
the next number in the sequence.

After reading the book, students should look at worksheet #1 and decide if their answers are correct. If so
they should leave their candy where it’s at and raise their hand for the teacher to come around and check
their work. Students who realized they made a mistake should re-do their paper and raise hand for the
teacher to look. Student’s who are still struggling may need extra attention and help in figuring out the correct
answer.

After all students have a correct answer on worksheet #1, students will be given more Reese’s Pieces to
total to twenty-five. The student’s will be handed worksheet #2 and worksheet #3. #3 is the prompts for the
students to test their skills and #2 is where they show their work. Students are expected to attempt all of the
blue numbers and ask for help as needed. The purple numbers are bonus number for them to try if they feel
up to the challenge since we focused on numbers up to nineteen.

Development:
Worksheet #1 is a pre-assessment tool to see where the students are before starting the lesson. It’s
expected that some students will have a pretty good idea, some students not having any idea, and most in
the middle.

During the lesson active participation and engagement is expected of the students to compare what they are
learning that they may not have understood before the lesson. The book part of the lesson should expand
the students thinking and have them actively thinking about what number should come next in the sequence.

Worksheet #2 and #3 are used to assess what the students have learned through today’s lesson. All
students may not be completely understand the concept, but all should have progressed further than what
they produced on worksheet #1.

Closure:
By the end of the lesson students should be able to accurately categorize and group numbers from ten’s and
one’s.

Learning Extensions:
Student’s can extend this knowledge at home when their playing with their toys by grouping how many
stuffed animals they have. They could also do this if their helping they’re helping their grown-up with dishes
by grouping the silverware, such as forks.

Part 6: Instructional Materials Tools needed for pre-assessment is a manipulative:

Reese’s pieces.
Reese’s Pieces Count by fives/tens books by Jerry Pollota
Worksheet #1
Worksheet #2
 Worksheet #3

Worksheet #1

Ten’s One’s

Worksheet #2

TEN’S One’s
Worksheet #3

13 Bonus
3

8 19

10 17

11 15

24
20