Ashland University

Dwight Schar College of Education

Lesson Plan Form
Candidate Name: __________Kelli Franz_____________

General
Info.

Subject
Grade
Learner Profile

Date: Wednesday, January 28, 2015

Math
1st
12 boys and 12 girls. 4 identified gifted, 8 are high achieving, and 4 average. 3 students need
support, and 1 intensive, needs a lot of support.

General Information: This section is used to identify the subject and grade you teach. It is also where you will place a description of the
class makeup. Items such as total number of students, number of boys and girls, students with IEPs and the types of learning or behavioral
issues should be added, and any other factors that might help you target your lesson to the learners in the class.

Common Core
or
Academic
Content
Standards

Target

Objectives,
Goals or
Essential
Questions
Prior Learning
Post Learning

1.NBT. NUMBER AND OPERATIONS IN BASE TEN. Understand place value. 2. Understand that
the two digits of a two-digit number represent amounts of tens and ones. Understand the
following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones. 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). 3. Compare two two-digit numbers based
on meanings of the tens and ones digits, recording the results of comparisons with the symbols
>, =, and <.
Identify numbers in tens and ones place. Which number is bigger, and why?
For second group add: Which is greater or less, how much bigger?
Understand how to use online games for comprehension and practice.
Students will have prior of number sense, numbers before and after. Students can do 10 more
and 10 less, which leads into place value. They understand decades.
Students will have prior knowledge on searching for online games that support place value.
Using place value to add and subtract, understand place value
Using technology for comprehension and practice

Target: This section is used to identify the specific content you plan to teach. Here you make your connections to the standards appropriate to
your content area. Then you will identify specifically what you expect learners will know or be able to do as a result of the lesson. This must be
a measureable objective. Also list IEP goals that are being addressed in this lesson (if any). Additionally, you should place this lesson into the
context of their overall study. So, identify what the learners learned to get to your lesson and then where they will go after mastering your
lesson.

Introduction or
Hook
Activities/
Procedures

Delivery
Differentiation
Learning
Conditions
Academic
Language Used

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Today we are going to build numbers with blocks!
1.Call students to group with a white board and marker
2.Dismiss other groups to do the following: work by themselves to do flashcards, play a math
game with a partner, or do math apps on technology.
(hook)
3.Have a child pull a provided card with a number on it and show it to the group.
4.Have them state which decade the number falls in. For example: number 24 is in the 20s.
5. Say: If 24 is in the 20s, do you know how many 10s sticks you need?
6. Give each child 2 10s sticks and model counting each block to get to 20.
7.Discuss how 2 10s is the same as 20, because it is counting by 10s.
8. Ask the students how many 1s cubes they need to make the pulled number
9. Model counting them and have the children repeat
10.Have a child pull a second card
11. Repeat steps 4-9
12. Ask which of the two pulled numbers is greater. Listen to responses.
13. Model hoe you only need to count to 10s sticks to know which is greater, and why (unless
10s are the same)
---Emphasize 30 is bigger than 20--14. Repeat steps 4-13 with new numbers
15.End with formative assessment
16. If time, each student can pull their own 2 cards
17. Bring up http://www.toonuniversity.com/flash.asp?err=496&engine=5 and show students how
to use
18. Tell them to go home and show their parents how to play for Family Math Event
Each group has different goals and objectives. Be sure that each individual student
understands how to play the place value game, so they can all get the same amount of
practice with their family.
There will be 4 other groups doing 4 other different activities. There will be 2 rotations.
10s place, 1s place, decades

Delivery: This is the action plan for your lesson. Think of this part as the script for your performance. First identify how you plan to hook the
learners into your lesson. Make this as creative and exciting as you can. Then continue to develop your lesson plan in the procedures section.

Ashland University
Dwight Schar College of Education
Lesson Plan Form

This should be developed enough so that anyone could use your plan and teach the class. Lastly, think about the students who need more
help, and the ones who will grasp the material quickly. What will you do to enrich the learning for both groups. Here you might consider
Blooms Taxonomy, Learning Styles, Tomlinsons Tiering approach, and Multiple Intelligences. Also, be sure to include accommodations for
students on IEPs.
Learning conditions include any classroom considerations that may apply. These might include classroom safety, such as laboratory
procedures or rules for discussion that assure physical and emotional safety of students. Remember that the lesson must move the
learners toward the objectives stated above.
Academic language refers to both the content area vocabulary (i.e. perimeter, photosynthesis, theme) and instructional language (i.e.
cooperative groups, analyze, proof) that you will use in the lesson and expect your students to understand and use .

Assessment

Formative
Assessment

Assessing students ability to identify 10s and 1s place and greater number through individual
work. Discussion.

Summative
Assessment

Through modeling and student performance. Watch each student as they complete a practice
worksheet that compares two numbers and answers questions as to which is greater and why.

Assessment: How will you know if the learners are grasping the information as you teach and when you have completed the lesson? Identify
the types of formative (while instruction proceeds) and summative (when instruction is done) assessments you will use. Remember that the
summative assessment must match the objectives stated above.

Materials

Technology

Ipads, smart board

Links/Media

http://www.toonuniversity.com/flash.asp?err=496&engine=5

Resources

Numbers on cards, place value cubes, white boards, erasers, markers

Materials: This section is your repository for all the tools you will need to teach your lesson. The first two sections are used for the electronic
items you will need, the last is used for handouts, readings, etc. Be sure to include both instructional technology and adaptive technology
needed for this lesson.

Refle

Content

The content was good. The students knew the vocabulary and were able to follow along.

Delivery

The delivery went smoothly. The students did very well understanding place value. I was able to

c
t
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Overall

Ashland University
Dwight Schar College of Education
Lesson Plan Form
assist students that were having a little trouble, while having the others work on other
problems.
Overall, the students did great working through this lesson. They especially like playing the
place value game to show their understandings and skills. Next time I will incorporate more
technology, since that seems to be what the students enjoy most. Maybe add a couple more
websites for them to visit with their family.

Reflection: Professional reflection is a focus of Ashland Universitys College of Education. Here is where you are to reflect on your teaching
and determine what you did well, what needs improvement or modification. There is an area to reflect on your delivery of the specific content,
an area to discuss the process you used, and a last one to add anything you feel needs to be stated.