FOCUS QUESTIONS

Whole Group Lessons

-What could I do to make this lesson more hands-on or
engaging?

Small Group Lessons

-Do you find that the activity shown is worthwhile or has
value?
CONTEXT FOR LEARNING
School: Bamber Valley Elementary, Rochester, MN
Grade: First
PLANNING - STANDARD
FOCUS:
1.1.2.1 Use words, pictures, objects, length-based models (connecting
cubes), numerals and number lines to model and solve addition and
subtraction problems in part-part-total, adding to, taking away from and
comparing situations.
1.1.2.2 Compose and decompose numbers up to 12 with an emphasis on
making ten.
Secondary:
1.1.1.2 Read, write and represent whole numbers up to 120. Representations may include numerals, addition and
subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10
blocks.
1.1.1.3 Count, with and without objects, forward and backward from any given number up to 120.
PLANNING – CONTENT & LANGUAGE
OBJECTIVES
PLANNING ASSESSMENT
Formative – Student response during whole
group lesson. Student ability to create
number sentences using counters
during small group lesson.
Summative – A worksheet that asks
students to show what they learned in
the last three lessons (i.e. the
importance of numbers, making tens,
using unit boxes).
PLANNING – MATERIALS
• SMART board number grid
• Rainbow to 10 template chart
• Markers
• 10 two-colored counters
• 5 – 6 dry erase markers
• 5 – 6 dry erasers
• 5 – 6 laminated number sentence templates
• One Everyday Math journal per student
• Three sets of 10 pennies
• Three sets of 10 same colored dice
PLANNING – FLOW OF LESSON
WARM UP
Students practice
hopping back and forth
on a number grid a
designated amount of
spaces.
PLANNING – FLOW OF LESSON
I DO/WE DO
“Rainbow to 10”
With student help, teacher fills
out the connecting colors of
the rainbow.
After the rainbow is filled in,
student volunteers finish the
number sentences on the
bottom.
PLANNING – FLOW OF LESSON
NEW ACTIVITY FOR MATH STATIONS
“Fistfuls of Pennies”
Set 10 pennies in a pile between you and a
partner. The first person grabs some
pennies in their hand. The second
person grabs what pennies are left in
the pile. After mentally counting how
many pennies are in your hand, try to
guess how many are in your partner’s
hand.
“If I have _____ pennies, my partner must
have ____ pennies.”
Students become familiar with
combinations of numbers that make
up ten.
PLANNING – FLOW OF LESSON
YOU DO
Math Stations and
Teacher Time
Teacher explains what
each station activity
will be. Teacher
briefly models any
new activities.
Students rotate about
four stations for
about ten minutes at
a time.
PLANNING – FLOW OF LESSON
SMALL GROUP LESSON
T – Teacher Time
Teacher takes 10 two-colored counters and drops them on the table. Students use
dry erase markers to write a number sentence that equals ten on the laminated
template. The goal is for students to write the number of counters yellow side up
in one box, red side up in the next box, and a total in the solution spot.
STUDENT WORK

BELOW AT ABOVE