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TCNJLessonPlan

MathLesson:Before,After,Between

GradeLevel:1st

Student Name: Georgia Racanelli


Guiding and/or Essential Questions:
What does it mean to come before or after something?
What numbers come before and after other numbers?

Pre-lesson Assignments and/or Student Prior Knowledge


Students may have prior knowledge of the vocabulary before and after but
have not been formally introduced to them in the math context. Students also have a
sense of number order, and counting from 0 to 120. In addition, students know they can
look around the classroom on the number line or the 120 charts if they get stuck counting.
Standards:
CCSS.MATH.CONTENT.1.NBT.A.1: Count to 120, starting at any number less than
120. In
this range, read and write numerals and represent a number of objects with
a written numeral.

Learning Objectives and Assessments:


Learning Objectives
Students will gain an understanding of the
vocabulary before and after.

Assessment
Students will be assessed for knowledgeable
participation in class discussion. Student
examples of before and after will be
assessed for logic.

Students will be able to identify the number that Student individual worksheets will be assessed
comes just before and just after a given number. for completion and correctness.
Materials/Resources:
Before and After Machines + number cards (image 1)
Differentiated Before/After worksheets
50 charts
100 charts

Plan for set-up/distribution/cleanup of materials:


Teacher will distribute the differentiated worksheets and the accompanying 50 or
100 chart to students individually so each student gets the proper leveled worksheet.
Step by Step plan:
1. Teacher will (TW) open the lesson through a discussion of what it means for
numbers to come in order.
a. TW will then guide the discussion to introduce the vocabulary before
and after.
b. TW give relatable examples of before and after (i.e. lining up in order, this
student is before that student), and then ask students to give examples in
their lives of what it means to come before or after something.
2. TW draw shapes in a line on the board and ask students to determine whether
specific objects come before, after, or in between other objects.
3. TW introduce her special Before and After machines. TW explain that the
machines are very special because they have the power to change numbers into
new numbers.
a. TW begin with the After machine, and hold up a number card. TW ask
students to predict how the after machine will change that number.
b. TW place 2-3 numbers in the after machine, taking predictions and
guesses as to why the After machine is changing the numbers the way it is.
c. TW repeat the process for the Before machine.
4. TW explain the leveled Before/After worksheets, beginning with the Intensive
level. TW distribute to the intensive group and send them to their tables to begin
working. TW will repeat the process with the Benchmark group, and then the
Advanced group.
5. For lesson closure, TW hang the 120 chart on white board and ask students to find
numbers before, after, and in between given numbers. TW lead discussion about
how different strategies students used to complete their worksheets.
6. TW ask students to hold up one, two, or three fingers at their heart to indicate
their own level of understanding of the days lesson (3= total understanding, 2=
partial, 1= need more practice).
Key Questions (that you will ask):
What does it mean to come before or after something?
What do you think will happen when I put this number into the Before or After
machine?
What ways did you figure out what number came before, after, or in between a
given number?
Logistics:
Timing: 45 minutes

Introduction of vocabulary: 5 minutes


Before/After machines: 10 minutes
Individual work time: 15-20 minutes
Closure: 5-10 minutes

Transitions

Students will begin on the carpet in a circle.


As teacher distributes individual materials to students, they will go back to their
desks to begin working.
TW ring chime to gather their attention and bring them back to the carpet for
lesson closure.

Classroom Management:

To get students attention, TW use clapping patterns or ring the chime.


At the beginning of the lesson, TW remind students to show her that they are
listening with still bodies, eyes on the speaker, and quiet voices.
As students begin to work individually, TW remind them that this is work by
themselves so their voices should be off as the work. If noise level rises, TW
remind students to take care of others by not distracting them with noise.

Differentiation
Intensive group: students will complete a Before/After/Between worksheet with
lower numbers (0-30) using a 50 chart
Benchmark group: students will complete a Before/After/Between worksheet with
numbers 0-30 using a 50 chart.
Advanced Group: students will complete a Before/After/Between worksheet with
numbers 0-100 using a 100 chart.
Early finishers will find a partner and play math anchor games until the lesson
closure.