North Carolina 6-Point Lesson Plan

Teacher: Mrs. Allison Brown Subject: Mathematics Grade: First Grade Date: July 25, 2013

Standard: 1. NO.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Activity I. Focus and Review (Establish prior knowledge)

II. Statement (Inform student of objectives)

III. Teacher Input (Present tasks, information, and guidance)

Description of Activities and Setting To begin the lesson, review with the students by letting them take turns counting to 100. The first student can count to 10 and then the next can start at 10 and count to 20 and so on until the number 100 is reached. Next to hook the students, the teacher will play a sing-along counting video from YouTube. The video will count by 10s with music. Learning Objective: Given a two-digit number through an interactive PowerPoint quiz, the student will be able to mentally find 10 more or 10 less than the number without having to count. The students will be told what they should be able to do after the lesson is over. Pass out the printed chart of the numbers 1100 to all of the students. Ask the students if they notice any patterns in the chart. Using the overhead projector and marker, circle the first

Materials and Time Computer, equipment to display a video to the students, internet access, and YouTube video. 10 minutes.

3 minutes

Printed copies of a chart with the numbers 1-100, overhead projector and marker. Dry-erase board and marker. 15 minutes

column of the chart. Show the students that in the first column all of the numbers end in 1. Have the students raise their hands to point out any more patterns in the chart. Show the students that all the numbers in the 2nd column end in 2, all the numbers in the 3rd column end in 3 and so on. Using the whiteboard and dry-erase marker, write the number 23 on the board. Ask the students what number they think is 10 more than 23. Have them refer to the chart. Tell them to look at the number directly under 23. Explain to them that 33 is 10 more than 23. Ask for a volunteer to read the remaining numbers in that column. The student should read 43, 53, 63, and so on. Explain to the students that each number is increasing by 10. Now write the number 53 on the board and ask the students what number is 10 less. They should refer to their chart. Next write the number 87 on the board. Ask the students to tell you what is 10 more and 10

less than that number. Repeat these steps with the numbers 44, 12, and 91.

IV. Guided Practice (Elicit performance, provide assessment and feedback)

Have the students get into Blocks of 10 and single groups of 2 or 3 depending on blocks, pencil and paper. class size. Pass out the blocks 15 minutes of 10 and single blocks to the students. Write on the board. 1. What # is 10 more than 28? 2. What # is 10 less than 59? 3. What # is 10 more than 73? The students will use the blocks to figure out the answers and record them on their paper. The teacher will walk around to help the students and to determine their understanding of the lesson. Students will be taken to the computer lab. They will be given verbal directions on how to use the interactive PowerPoint and how to complete the fun quiz afterwards. The teacher will walk around helping students operate the technology. Students should get at least 3 of the 5 questions correct. To recap the lesson, the teacher will review the answers to the questions in the interactive PowerPoint quiz. Students will be asked to practice counting by 10. Computers, Interactive PowerPoint. 15 minutes

V. Independent Practice (Retention and transfer)

VI. Closure (Plan for maintenance)

5 minutes