Group Members Names: Aaron Basham, Victor McMillan, Katherine Reiter, Mikaela Kiel,

Allison Holmes, Austin Bach

Directions: This sample lesson plan follows the Backward Design model and should be completed in its
entirety. As you complete each section please delete the light gray explanations and samples that I have
provided you, and substitute with your input. I would like you to create any assessments, activities,
assignments, and rubrics you would be using if you were actually teaching this to your students. Please
submit all required documents to Blackboard. You only need to submit one per group. Have fun!
Lesson Topic: Math

Grade level: 1

Length of lesson: 60min

Stage 1 Desired Results Aaron

Learning Standard(s):
understanding the place value of 2-digit number
Student objectives (outcomes):
Students will be able to:
1. understand that the two digits of a 2-digit
number represent amounts of tens and ones

Focus Question(s):
1. What is a 2-digit number?
2. What is the place value of a 2-digit number?

2. compare two 2-digit number based on the

meanings of the tens and ones digits

Stage 2 Assessment Evidence (Formative /

Summative) Victor McMillan Austin Bach
Performance Task(s):
Other Evidence:
1.NBT.2a Performance task 2.
1. Assessments designed to activate prior
Pretest to check for understanding on
knowledge, then check for understanding after
the first standard.
the lesson is taught. Eventually students apply
Students apply what they have
the knowledge on a comprehensive
understood from the lesson. Evaluate
chapter/standard test.
the performance task.
2. Activate prior knowledge with a short pretest.

First grade pre assessment/postassessment 1.NBT.2, 1.NBT.3

Students check for understanding a
second time after the lesson is
taught.
Go over the skills students had
trouble with on the pretest
Short informal assessments to go over the
material
Have students raise their hand to
answer questions to show
knowledge of concepts

3.
4.

5.
6.

Stage 3 Learning Plan: Katie and Allison and

Mikaela

a. After the pretest have students grade

each others papers and go over any of
the missed questions.
Play a game with the class in groups to help
guide the lesson towards a comprehensive test.
Use guided practice to go over a few of the
short assessments.
a. Walk the students through some of the
problems carefully explaining each step
to take and how to understand the
steps.
Check for understanding on a comprehensive
test for a grade.
Use all the assessments to determine if the
class is ready to move on to the next
standard/chapter.

Gaining Attention:
1.
To gain their attention we will show a quick
video on youtube about place value.
2.
This is a song for the kids to get excited
about learning place values.
3.
The video is three mintues.
https://www.youtube.com/watch?v=uedvwH6Ay18
Learning Activities:
1. Work with a partner on the place value
puzzles.
*First we will show the kids how to play the game
on the smartboard.
*Second we will ask the kids to get with their
partners and have one partner grab a bag with the
puzzle pieces.
*The kids will play the game for twenty mintues.
*As a teacher we will walk around to make sure the
students are staying on topic, seeing if they
understand or need help.
2.
to make sure the kids understand, after the
game they will go back to their desk and do
a worksheet with 5 questions on what they
learned on place values to make sure they
learned.

Teaching Strategies:
1. Knowledge is the video.
2.
Comprehension and Application is the
puzzle that theyre doing.
3.
Cooperative Learning because they are
working with a partner.
4.
Demonstration is us showing them how to
do the puzzle on the smart board.
5.
Group work because they will have a
partner.
6.
Hands on learning because theyre
physically doing an activity.
7.
Assessment is asking the kids to go up to
the smart board and show us what they
leaned and how to do the place value on
their own.
8.
Checking for understanding because we
are making sure they understand
everything they just learned.

Closure:
1. Close the lesson with sign off statement.
Assign a worksheet from the assessments as a
take home assignment. Probably the second task
from 1.NBT.2. Have students return to class
with the worksheet to be graded.