USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

MAFS.1.NBT.2.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
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).
d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens
and 4 ones or into 5 tens and 14 ones).
MAFS.1.NBT.3.5
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to
count; explain the reasoning used.

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does

Essential Question: How can you show adding multiples of ten to any two digit
number?

Objectives: The students will be taught how to strengthen their understanding of and
fluency to solve addition and subtraction problems less than 100. The students will show
this understanding by explaining the strategies they used on a Hundreds Chart. Rather
than counting squares one-by-one, students will find friendly (benchmark) numbers to
use to solve addition and subtraction problems.
Given a math equation that includes adding multiples of ten to any two digit number, the
students will be able to solve the problem using manipulatives such as, tens and ones
blocks and/or the 120 chart with little to no mistakes.

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge

Students who master this skill will become better at adding and subtracting larger
numbers.

Formative Evidence: Interactive Technology Activity

http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.html
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html
Every student will have an opportunity to use the mouse to show whether or not they
understand the math concept, students that show that they are struggling will be given
additional assistance with a guided release teacher led group at the end of the lesson
plan.
Summative Evidence: 120 worksheet activity
This assignment will be completed independently after the whole group lesson plan.
Students will use their 120s chart to find the mystery math picture just like we did
together as a class during the mini lesson plan.

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
is necessary for a teacher
to teach this material?

Teachers should be aware of what their students already know

Teachers should understand how to use manipulatives and technology in order to engage
their students with their learning.

Teachers should already have an understanding of the structure of a hundred chart and
how to count by tens.

Teachers should know how to add & subtract single digit numbers on a hundreds chart.

Teachers should be familiar with make-a-ten strategies and composing or decomposing

numbers to find friendly (benchmark) numbers.

Teachers should know the number partners whose sum is 10.

Teachers should have some experience in explaining strategies they used to solve a
problem.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this

Students should already have an understanding of the structure of a hundred chart and
how to count by tens.

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Students should know how to add & subtract single digit numbers on a hundreds chart.

Students should be familiar with make-a-ten strategies and composing or decomposing

numbers to find friendly (benchmark) numbers.

Students should know the number partners whose sum is 10.

Students should have some experience in explaining strategies they used to solve a
problem.

What misconceptions
might students have about
this content?

Students may struggle with understanding how to add multiples of ten using the 120s
chart. They will be moving multiple spaces, rather than just one 10.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan

Turn and talk, demonstration, guided release

Time

Who is

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

responsibl
e (Teacher
or
Students)?

whichever plan is appropriate for the content taught in this lesson.

For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. State Objective
1. Try the following problems using the tens and ones blocks
using
http://www.glencoe.com/sites/common_assets/mathematics/e
book_assets/vmf/VMF-Interface.html
2. Using the text feature, I will type in the following equation
and have each student use the wireless mouse to represent
the given equation with tens and ones blocks
41 + 10 = 51
27 + 10 = 37
35 + 30 = 65 (how many tens do we have altogether?
How many ones?) turn and talk
44 + 20 = 64
12 + 40 = 52
22 + 50 = 72
55 + 30 = 85
64 + 10 = 74
11 + 70 = 81
33 + 60 = 93
24 + 20 = 44
13 + 30 = 43
59 + 40 = 99

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes

42 + 10 = 52
37 + 20 = 57
16 + 30 = 46
12 + ? = 32 *how many tens do we add to 12 in order
to get 32?
1. Switch over to the 120s chart (Now, were going to use a new
strategy to add multiples of 10.)
1. Solve the following equations using
http://www.oswego.org/ocsdweb/games/SplatSquares/splatsq100.html
2. The students will use the mouse to paint (click) the starting
number yellow then they will solve the problem counting by
tens on the 120 chart then paint (click) the answer to the
equation pink. After the students are done, they will have
created a heart. This will help them with their independent
assignment.
36 + 10 = 46 (What direction did we move?)
25 + 10 = 35
4 + 20 = 24 (how many tens are we adding?)
3 + 30 = 33 (how many tens are we adding?)
12 + 30 = 42
43 + 10 = 53
44 + 20 = 64
65 + 10 = 75
66 + 20 = 85 (does anyone notice a pattern? Turn and
talk to your neighbor about what you think the pattern
is.)
27 + 50 = 77
28 + 40 = 68

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes

1.
2.
3.
4.
5.
6.

9 + 50 = 59
10 + 40 = 50
29 + 10 = 39
17 + 20 = 37
Demonstrate how students will be completing their
independent assignment.
Put up offices
Pass out worksheets and markers/counters
Students will raise their hand when they have revealed the
mystery picture on their 120s chart.
Teachers will check their answers and approve
When students have completed they can write in their math
journals about what they learned today in math. (answer the
question: what did I learn in math today?)

a student struggles with the content?

Students that I see struggling with the content will be pulled aside at the
teacher table to work on the independent assignment with teacher guidance.

a student masters the content quickly?

Students who master the content quickly will be challenged to answer math
equations with missing answers on another worksheet.

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

If applicable, how does this lesson connect to/reflect the local community?
Being able to add multiples of tens to any number is a great skill to have when
shopping for a large party or counting money.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students who master the content quickly will be challenged to answer math
equations with missing answers on another worksheet.

How will you differentiate instruction for students who need additional
language support?
I will differentiate my instruction by repeating questions if needed and giving
students additional manipulatives and/or strategies to understand how to
complete the assignment.
Accommodations (If
needed)
(What students need specific

IEP students will be given additional time to complete the assignment and will
work in teacher guided groups if the extra assistance is needed.

USF Elementary Education Lesson Plan Template (S 2014)

1st Grade
Mathematics
Whole Group
Lesson Plan
4/7/2016
Name: Emily Smailes
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Technology:
http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.html
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html
120 charts (copies)
crayons