Lesson Plan Form - LBS 400

Revised 09/09/14 JC
Candidate:

Subject:

Grade level(s):

Date:

st

Andreina De Anda
Math
1 grade
November 5, 2014
Standard:
1. NBT. 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.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Tens and ones in relation to teen numbers.
Content Type: Concept
Students will be working with ten-frame counters to make the numbers 11 through 19.
II. LEARNING OUTCOME (Objective):
Given pencils and worksheets, students will understand tens and ones in relation to teen numbers by using ten-frame
counters to make the numbers 11 to 19 by writing each number as 10 and some ones with 7/9 correct.
DOK/Cognitive Rigor Level:
Level 1 because students are understanding that numbers are composed of ten and some ones.
Language Demands (What demands in terms of language does this lesson require of students, particularly English
Learners?):
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Lesson Before: Previously, the students learned to count with a ten-frame counter.
Lesson After: On the next lesson, the students will use ten-frame counters to predict numbers that come before or after a
given number.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Activating student prior knowledge
How many of you remember counters? Do you know how we can use counters to make numbers larger than ten?
Student friendly objective: By the end of our lesson you should understand tens and ones in relation to teen numbers
by writing each number as 10 and some.
Purpose: You are learning this because you need to understand place value and that numbers are composed of tens
and some ones.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Practice the numbers 1-20.
a. T input The teacher will write the numbers 1-20 on the board.
a. T model The teacher will tell the students to read the numbers as she points to them.
b. Student response: Students read the numbers.
Step #2: Show the ten-frame counters to the class.
a. T input The teacher holds the ten-frame counters in front of the class.
a. T model The teacher will ask students what are counters used for.
b. Student response: The students think-pair-share. Then, the students share their understandings, which leads to a
class discussion.
Step #3: Focusing on the numbers 11-19.

a. T input The teacher will underline the numbers 11 through 19.

a. T model The teacher will ask the students how they can use ten-frame counters to make any number between 11
and 19.
b. Student response: The students will talk in small groups for a few minutes. Then, the teacher will call on students
for their response.
Step #4: Pass out the ten-frame counters.
a. T input The teacher will pass out two sets of ten-frame counters per student.
a. T model The teacher will tell the students to pick a number between 11 and 19.
b. Student response: The students agree on a number to be demonstrated with ten-frame counters.
Step #5: Show how a ten-frame counter is used.
a. T input The teacher will draw 2 ten-frame counters on the board.
a. T model The teacher will show the students how to use ten-frame counters for the number the class chose.
b. Student response: The students will follow along as the teacher demonstrates how the ten-frame counters are used.
Step #6: Tens and ones.
a. T input The teacher defines tens and one.
a. T model The teacher will use the ten-frame counters to show that numbers are composed of tens and ones.
b. Student response: The students will follow along with the teacher and the teacher will ask the students questions
regarding tens and ones.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
- Students will work on a worksheet that includes some word problems to show their understanding of ones and
tens.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Markers
Pencils
Worksheets
Ten-frame counters
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative
- The teacher will observe the students while they talk with their partners or in small groups. Also, the teacher will
ask questions during the lesson.
Summative
- The teacher will collect the worksheet the students completed that shows that they understood the lesson.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction,
Practice):
Accommodations:
- Level of Support: For students that did not understand the lesson, the teacher will allow those students to work
with a partner.
Modification:
- Difficulty: For students that struggle with reading, the teacher can write the numbers the students will use to solve
the word problems.
VII. HOMEWORK (if appropriate):
Students will complete a review worksheet of todays lesson at home.

Lesson Plan

1. Standard: NBT. 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.

Learning Outcome (Objective): Given pencils and worksheets, students will understand tens and ones in relation to teen numbers by using
ten-frame counters to make the numbers 11 to 19 by writing each number as 10 and some ones with 7/9 correct.

What the
teacher does
Writes the
numbers 1-20 on
the board.
Show the tenframe counters
to the class and
ask them what
counters are
used for.
Underline the
numbers 11-19
and ask students
how counters
can be used to
make any
number between
11 and 19.

What the students

do

Students read the

numbers.

Students think-pairshare. Then, they share

their understandings,
which leads to a class
discussion.
Small group discussion
and then the teacher
calls on students for
their response.

Interacti
on

Language demands
(learner)
Skill Language Functions
s
system

Whole
group

Spea
k
Read

Partners /
Whole
group

Liste
n
Spea
k

Small
group /
Whole
group

Liste
n
Spea
k

Vocabulary

Vocabulary

Vocabulary

Identificati
on

Explanatio
n

Explanatio
n

Forms of
support
Visual
(numbers
are written
on the
board)
Visual
(counters
are drawn on
the board)
Visual
(numbers
are written
on the board
& counters
are drawn on
the board)

Pass out two sets

of ten-frame
counters per
student and ask
students to pick
a number
between 11 and
19.
Show how a tenframe counter is
used by drawing
ten-frame
counters on the
board.
Define tens and
ones and use
counters to show
that numbers are
composed of
tens and ones.
Introduce
application
activity.

Students agree on a
number to be
demonstrated on tenframe counters.

Students follow along

as the teacher
demonstrates how tenframe counters are
used.
Students follow along
with the teacher and
the teacher will ask the
students questions
regarding tens and
ones.
Students will work on a
worksheet to show their
understandings of ones
and tens.

Whole
group

Spea
k

Vocabulary

Whole
group

Liste
n

Instruction
s/
Vocabulary

Whole
group

Liste
n
Spea
k

Vocabulary
/
Instruction
s

Individual

Write

Instruction
s

Identificati
on

Visual
(numbers
are written
on the board
& counters
are drawn on
the board)

Sequencin
g

Visual
(counters
are drawn on
the board)

Definition /
Inquiring

Visual
(definition of
tens & ones
is written on
the board)

Classificati
on

Worksheet
and two tenframe
counters per
student