Samantha Pallitto ELD 375 Bulgar Lesson Plan 1 Rationale: I want to teach this lesson because I want my students

s to review what they have learned about place value. This lesson is important because students should be aware that a two-digit number represents place value for both tens and ones. 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special case: o b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. o c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Objective: After a 40-minute lesson, 90% of students will be able to identify that a twodigit number represents the amounts of tens and ones, by completing a worksheet and playing a game. Lesson Progression: Gather 1st grade class on the rug in the front of the room to activate students prior knowledge on the unit of place value with tens and ones. On the easel have a column for tens and a column for ones drawn. Above each column, write a two-digit number. Have a volunteer come up to the easel to draw cubes representing the tens and ones of the two-digit number. o 54 = 5 tens and 4 ones. In the tens column, 5 groups of ten should be drawn, and in the ones column 4 single cubes should be drawn. Repeat the previous step with two more two-digit numbers. Have different volunteers come up to the easel to draw the groups of tens and ones cubes. Students will need to understand place value to continue onto further units of subtracting two digit numbers, and determining greater than, less than, or equal to. o If students are having trouble drawing the tens and ones cubes to show place value, show two more examples. Have students return to their seats to complete a worksheet individually on place value (shown below).

Allow each student to have their groups of tens and ones cubes on their desks to help them complete their worksheet. Circulate the room to see if any students need assistance with their worksheet. If so guide and instruct the student.

As students complete their worksheets, let them pair up with another student and play a game using dice and their groups of tens and ones cubes. o One student will roll the set of dice making a two-digit number. The other student will create the two-digit number with their tens and ones cubes. Having students play the game when finishing their worksheets allows me to see which students need assistance or extra time with the worksheet, assist the students who need extra help and allow them to play the game when he or she completes the worksheet. If most of the students are finishing quickly, allow the students to play the dice game until there is 15 minutes left for the math lesson. Have students return to their seats to assess their understanding of the lesson by reviewing the worksheet. Mirror the worksheet on the Smart Board and have students come up to write their answers on the Smart Board. Ask students, How did you get that answer? to make sure he or she understands. Repeat previous step for each question on the worksheet. Close the lesson by asking the class why they think place value is important. Let the class know that they did a good job with tens and ones today. Tell the class that tomorrow we will be using our tens and ones cubes to do subtraction with a two-digit and one-digit number and that I want them to think about how we are going to use our groups of tens and one cubes to show the subtraction problem.

Other Considerations: For this lesson, I will need the easel, markers, tens and ones worksheet, groups of tens and ones cubes, and dice. I will also need the Smart Board to mirror the worksheet. I found the worksheet for this lesson on education.com. I observed the dice game in my field placement when the students had free time, so I thought it would be good to implement in the lesson for practice with tens and ones. Some questions I may ask my students during the lesson are: o How did you get that answer? o How did you know that the 5 in 54 represented 5 groups of tens? o How did you know that the 4 in 54 represented 4 ones instead of 4 groups of tens? When planning classroom management for this lesson I knew it would be good to have the students engaged by having them come up to the easel and the Smart Board and answer the questions for themselves. Doing this increases participation amongst the other students and gets them engaged. I also thought it would be a good idea for the students to play a game together so that each student can learn and talk to one another because I have observed students learn well from one another and sometimes connect with the lesson better rather than hearing explanations from the teacher. This

lesson also allows students to not be seated the entire time, it allows for movement and collaboration. I expect the students to respond by explaining that the first number in a twodigit number represents a group of tens and the second number in a twodigit number represents ones. I specifically chose to do three different parts of the lesson so students have enough practice with tens and ones and can assist one another. o I specifically wanted to look for misconceptions such as students thinking that each number represents ones.

Differentiation: I planned for different types of learners in my class by having the lesson done in three different ways: easel, worksheet, and game. I also did not give a time limit on the worksheet and allowed students to take the time he or she needed to complete it before playing the game. The groups of tens and ones cubes are also good to incorporate for differentiation for visual and kinesthetic learners in my class. I could pull a small group of learners who need extra help to the back table with me to complete the worksheet together instead of having each student work at their desk individually. Another way I can differentiate the lesson is having three different stations and the class would be broken into three different groups. This allows for more individualized attention not only for one group, but for three different groups. o One station would be at the easel, which would be a review with me. o The second station would be on the rug playing the dice game. o The third station would be at the desks to work on the worksheets in a group. Each group would rotate and go to each station; at the end we would come together and review the worksheet. Assessment: Completing and reviewing the worksheet will allow me to see students explain their answers of how he or she identified a two digit number as a group of tens and ones. If the student can explain, for example, the 5 in 54 represents 5 groups of 10 and the 4 represents 4 ones then I have met my objective for the lesson.