CEP Lesson Plan Form

Teacher: Miss Minor (Mentor Teacher – Ms. Kinsella) Date: 01/29/2024

School: Eyestone Elementary School Grade Level: First Grade

Content Area: Number and Operations in Base Ten

Title: 1 more, 1 less, 10 more, 10 less (9.1) Lesson #: 1 of 10

Lesson Idea/Topic and
Rational/Relevance:
9.1 is the first lesson in this unit, so students will be introduced to how to
find a number that is 1 more, 1 less, 10 more, and 10 less than a given
number. Students will be learning how to identify these numbers, as well as
will practice pulling out important phrases such as “greater than” and “less
than”, which will be helpful for lessons that are further in the unit. The
standards of this unit/lesson include using their understanding of place
value, as well as comparing numbers and finding more/less than a given
number, so this lesson is relevant as it targets the corresponding standards
and learning targets.

Student Profile:
This classroom consists of 18 first graders ages 6-7. There are 2 IS students –
1 for social emotional challenges and 1 for a lack of math goals. 3 students
receive EL services. 7 students are currently receiving math interventions, 2
of which are on math plans. At some point throughout the year, there were
10 total students that were receiving math interventions. 3 students are
well below grade level in math, 7 students are at risk, 6 are proficient, and 1
is highly proficient. The class as a whole has some behavioral challenges
regarding their ability to follow directions the first time and their ability to
have only one speaker, but with structure and redirection, they work hard
and are respectful.

Students in my small group (math scale): student #2 (at risk), student #3 (at
risk), student #18 (proficient), student #12 (well below), student #1
(proficient).

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CEP Lesson Plan Form

Content Standard(s) addressed by this lesson:

1.NBT.C: Use place value understanding and properties of operations to add and subtract.

1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and one’s digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

MP.2: Reason abstractly and quantitatively.

MP.5: Use appropriate tools strategically.

MP.6: Attend to precision.

MP.8: Look for and express regularity reasoning.

Understandings: (Big Ideas)

1. Students will understand how to look at a number and find corresponding numbers that are 1 more, 1 less, 10 more and 10 less than the given number.
2. Students will understand the phrases “greater than” or “less than”.
3. Students will understand how to pull important information out of a given word problem.

Inquiry Questions:

What are you being asked to find?

What do you know about the numbers?

What does the phrase “greater than” mean?

What does the phrase “less than” mean?

How can you find a number that is greater than or less than a given number?

What is 1 more than…1 less than…10 more than…10 less than ___?

Evidence Outcomes: (Learning Targets)

Every student will be able to say…

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CEP Lesson Plan Form

I can…find numbers that are more or less than a given number.

This means…I am able to find numbers that are 1 more, 1 less, 10 more, and 10 less than my number.

List of Assessments:

Informal Assessments:

• Completion of pages in math workbook:

o These pages will be viewed/checked off if each assigned question is answered correctly. If each/a question is not, the pages will not be checked
off and the student will receive support in understanding how to solve the question(s). This will provide helpful information to inform
instruction, as it will be clear which students are grasping the topic and which are not.
• Completion of challenge page:
o This page will be checked off if correct, students will receive further support if answers are not correct. This will inform instruction by showing
which students are grasping the lesson on a deeper level.
• Participation & understanding during small group work:
o Through small group work it will be clear which students understand the topic and are able to participate, as well as which students need further
support in understanding the topic.

Formal Assessments:

• Pre-assessment:
o Before the lesson, students were given a pre-assessment (1 question) related to the material being taught in the lesson. The information from
this pre-assessment showed what level of understanding students are at before being taught the information. This will make the development
throughout the unit clear and measurable.
o Results:
§ Students at highly proficient (4) for this concept: 0 Students
§ Students at proficient (3) for this concept: 1 Student
§ Students at risk (2) for this concept: 2 Students
§ Students well-below (1) for this concept: 15 Students
• Post-assessment (end of unit assessment):
o At the end of the unit, students will be given an assessment that covers all of the material that was taught throughout the unit. This will allow us
to assess the growth and understanding that has been made.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this lesson?
Yes _x__ No ___
Approx. Time and Materials
Lesson Name: 1 more, 1 less, 10 more, 10 less.
Lesson Purpose: To have students express relationships between 2 numbers by identifying
numbers that are more or less than a given number.
Which model(s) will be used?
One Teach, One Assist
Why did you choose this model(s) and what are the teachers’ roles?
I chose this model because I will be teaching the bulk of this lesson, but will also be using
assistance throughout some portions. My role is to teach the material, support students
throughout the classroom, and run a small group. Ms. Kinsella’s role is to assist when
needed (support students if I send them over to her) and run a small group.
Approx. Time: 60 minutes (8:10-9:10)
8:10 à Introduction to solve & share question, transition to desk.
8:10 – 8:20 à Independent work time on solve & share question, pair & share if finished,
transition to carpet spot.
8:20 – 8:35 à Group discussion about solve & share, math video & discussion throughout,
solving guided practice questions as a group, introduction of all independent practice
questions, transition to desk.
8:35 – 8:50 à Work time on independent practice questions, challenge page when
finished, transition to carpet spot.
8:50 – 9:05à Introduction to math small group centers, transition into assigned math
center, work time in center.
9:05 – 9:10 à Transition to recess.

Materials needed: Math workbook, challenge sheet, individual math center materials.
Anticipatory Set The strategy I intend to use is: Quick Talk (Solve & Share Introduction)
I am using this strategy here because: Each morning, I quickly introduce the solve & share
questions and then students are sent to their desks to attempt the problem independently.
Students understand that once this question is read, it is time for math and learning to
start, so they begin to focus.
Procedures The strategy I intend to use is: Direct Instruction, Student Participation, and Task Analysis
I am using this strategy here because: These strategies are being used because the students
respond well to this process. I will start with direct instruction and begin to tie in student

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CEP Lesson Plan Form
participation as this helps to keep them engaged. Task analysis will follow after as the
students are given a set of instructions to complete after they leave the rug.
Teacher Actions
1. Grab student
attention, introduce
solve & share
question, and send
students to attempt it
independently.
2. Walk around the
classroom to observe
the different ways
students are
attempting the
question and take
note of who to call
on/scaffolding order
for group work.
3. Teach the solve &
share question, show
different strategies,
have student
involvement.
4. Play the math video,
discuss throughout,
solve guided practice
questions together.
5. Determine if short
brain/movement
breaks are needed
before/after this time.
6. Discuss the learning
target, introduce
independent practice
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Student Actions Data Collected
1. Be focused
throughout the 1. Data from math
entirety of math workbook (correct
block, participate and incorrect
when asked. answers) – amount
2. Underline of understanding.
important words 2. Data from
and/or numbers challenge sheet (if
within the word students got to it
problems. and how many they
3. Attempt to stretch got correct).
out unknown words 3. Data from small
to better groups (how much
understand what is participation and
being asked. level of clear
4. Raise their hand understanding
when they have a through evidence
question or need of correct answers).
support.
5. Determine the Pre-assessment data
number that is right collected prior.
before and right
after a given Post-assessment data will
number. be collected at the end of
6. Draw place blocks the unit.
to determine
numbers that are 1
more, 1 less, 10
more, and 10 less
than a given
number.
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CEP Lesson Plan Form

questions, send 7. Complete all

students to desk. assigned problems
7. Monitor student in math book.
work, answer 8. Complete challenge
questions, re-read page.
problems, sign-off if 9. Participate during
correct, provide small group.
support if not, direct 10. Give their best
students to challenge effort throughout.
page when signed off.
8. Have students clean
up all materials, meet
at the carpet,
introduce small
groups.
9. Transition into small
groups and run the
small group
effectively.
10. Transition students
into recess.
11. Use classroom
management cues as
needed (and HEART).
Closure The strategy I intend to use is: Environmental Cue
I am using this strategy here because: This strategy is being used because the students are
familiar with following directions in order to transition. After math, the students will
transition into outside play, so they know to clean up from small groups, prepare their desk
for snack, and line up in HALLS. This will be a helpful way to let them know that math time
is ending.
Differentiation Accommodations: Content Process Product Environment
Re-read Students can Provide Differentiated
questions to be sent over to students with seating/pencil
students Ms. Kinsella if physical place grippers.
and/or assist they are value blocks

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CEP Lesson Plan Form

students in continuing to instead of

structuring have trouble having students
their answers grasping the draw them.
to questions. topic.
Modifications: Content Process Product Environment
At this time, no n/a n/a n/a n/a
students need
modifications to
the content,
process, product,
or environment to
be able to
complete the
work within the
topic.
Extensions: Content Process Product Environment
The challenge Students are Small group Explaining
page scaffolds engaging in with teachers understanding
learning math in a provides an in a group
further. variety of opportunity for setting (student
different ways. extending to student
learning. scaffolding)
Assessment Informal Assessment Expectations:
• Through the informal assessments, I will be looking for correct answers and effort
within the math workbook and challenge sheet that shows students drawing the
correct number of place value blocks and circling important numbers within the
word problem. Additionally, I will be looking for participation and clear
understanding during small groups.
- These informal assessments will show which students are grasping the topic
and which need further support. Instruction will be informed as there will be
reflection on how progress will go from here and how we might change
instruction for the following units.
Formal Assessment Expectations:
• Through the pre-assessment, I looked for what students already knew prior to
being taught anything from the topic (incorrect and correct answers were perfect).

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CEP Lesson Plan Form

In the end of unit assessment, I will be looking for how many correct answers each
student replies with.
- The pre-assessment provided a starting point. Instruction continued as normal
regardless of the number of students that got the question incorrect or correct.
However, this assessment will inform instruction by allowing us to provide
more extensions to students that already understand the topic. The end of unit
assessment will inform instruction as it will show us how we can continue on
and if we need to re-teach.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
• To focus student attention on the lesson.
• To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
• teacher input
• modeling
• questioning strategies
• guided/unguided:
o whole-class practice
o group practice
o individual practice
• check for understanding
• other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
• To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
• To help organize student learning
• To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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