USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago_

Grade Level Being Taught: Subject/Content: Group Date of Lesson: March 2,

1st Grade Math/Place Value Size: 20017
Whole
Group

Lesson Content
What Standards (national or MAFS.1.NBT.2.2
state) relate to this lesson? Understand that the two digits of a two-digit number represent amounts of tens and ones.
(You should include ALL a. 10 can be thought of as a bundle of ten ones called a ten.
applicable standards. Rarely do b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
teachers use just one: theyd never eight, or nine ones.
get through them all.) 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).
http://www.cpalms.org/Public/PreviewStandard/Preview/6150
Essential Understanding
(What is the big idea or essential
question that you want students to Students will be able to identify that a number can be composed in multiple ways. They will be able to
come away with? In other words, compose number using manipulatives of tens and ones. They will need to find another way to make
what, aside from the standard and that number.
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will Students will be able to identify place value with 2 digit numbers.
students know and be able to do
after this lesson? Include the Students will be able to identify that a number can be composed in multiple ways.
ABCDs of objectives: action, For example: 34 can be composed by 3 tens and 4 ones or can be composed by 2 tens and 14
behavior, condition, and degree of ones
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
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago_
Grade Level Being Taught: Subject/Content: Group Date of Lesson: March 2,
1st Grade Math/Place Value Size: 20017
Whole
Group

contradiction (i.e., I will see her

yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions: I am teaching this objective because need to be able to de-construct numbers and know what those
Why are you teaching this numbers represent and why they represent that way. I will teach this lesson for students can walk
objective? around and find their pair with the same number because my students need to be engaged at all times.
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 Formative Assessment- I will walk around and take notes as students work with their partner to find
know students have mastered another way to make the number using manipulatives. Students will speak to each other using
your objectives? accountable talk.
Address the following:
What formative evidence will Summative Assessment- Students will take a test on place value to see what skills need to be retaught.
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 is Teachers need to know what number belong in the right place value position. Teacher needs to know
necessary for a teacher to teach how to write expanded form. How to decompose and compose numbers multiple ways.
this material?
What background knowledge is Students need to know what place value is and why it is necessary for numbers to have.
necessary for a student to Students will have the necessary background knowledge about what number goes in what place value
successfully meet these position and what numbers represents.
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago_
Grade Level Being Taught: Subject/Content: Group Date of Lesson: March 2,
1st Grade Math/Place Value Size: 20017
Whole
Group

objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might Students might think that the whole number belongs in the ones place. They might think that they can
students have about this only use tens to make the number. Students need to know the difference between hundred, tens, and
content? ones.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you I will first teach whole group during plickers, then give directions for students to work with partners.
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in
teaching this lesson? Be thorough. (Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Act as if you needed a substitute to Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
carry out the lesson for you.) Idea; Evaluation).

Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
3min Students 1. Students will read the plickers question and begin their problem of the
day. Students have 3 mins to complete their work and pick an answer.
2mins Students 2. Students will then use accountable talk to speak to their partner. They
will agree or disagree and say why.
Teacher 3. I will then go over the plickers question. Why is B wrong, Then I
will show students how to use flexibility when they are looking at a 2-
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content:
1st Grade Math/Place Value
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?
What will you do if
What will you do if
Meeting your students needs as
people and as learners
Name: Wanda Santiago_
Group Date of Lesson: March 2,
Size: 20017
Whole
Group
digit number. I will then have students close their notebooks and clear
off their desks.
20min Teacher 4. I will give Ziploc baggies to every student. There will be a number
inside and students will have to compose their number while using base
ten blocks. Students will then try to find their partner to match their
number. They will write on a T-Chart to draw their number and then
their partners number.
5. Students will do this until they have figured out different ways to write
the number while using manipulatives.
a student struggles with the content?
I will circulate around the room to provide immediate feedback. I will also pull a 1-on-1 group aside
so I can reteach.
a student masters the content quickly?
I will have an enrichment numbers that goes up to the thousands place.
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?
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I will have students work on the thousands place and they can compose different ways to make the
number.
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago_
Grade Level Being Taught: Subject/Content: Group Date of Lesson: March 2,
1st Grade Math/Place Value Size: 20017
Whole
Group

How will you differentiate instruction for students who need additional language support?
I will show pictures of the problem and then I will use Google translate so the students can understand
me better.
Accommodations (If needed) Zy, Hi, Ma, Er
(What students need specific I will work one-on-one with students that need support and that need to be retaught.
accommodation? List individual
students (initials), and then explain Ri, An
the accommodation(s) you will I will have students that need enrichment, so they will be working together using hundreds.
implement for these unique
learners.)
Materials Numbers
(What materials will you use? Why Ziploc Bags
did you choose these materials? T-Chart
Include any resources you used. Pencil
This can also include people!) Base Ten Blocks