USF Elementary Education Lesson Plan Template (S 2014) Name: Jordan Martel

Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 3/1/2017
1st Size:
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
applicable standards. Rarely do a. 10 can be thought of as a bundle of ten ones called a ten.
teachers use just one: theyd never
get through them all.) 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).

Essential Understanding
(What is the big idea or essential How can I represent two-digit-numbers in tens and ones?
question that you want students to How can I decompose two-digit numbers in multiple ways?
come away with? In other words, What does it mean to decompose numbers?
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching? SWBAT construct a two-digit number with tens and ones with minimal errors.
(Student-centered: What will SWBAT decompose two-digit numbers into tens and ones with no errors.
students know and be able to do SWBAT decompose two-digit numbers in multiple ways with minimal errors.
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
USF Elementary Education Lesson Plan Template (S 2014) Name: Jordan Martel
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 3/1/2017
1st Size:
Whole
Group

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 not
need to be a percentage.)
Rationale
Address the following questions: Currently my students have the ability to look at a number and see the tens and the ones. For example
Why are you teaching this the number 54 is 5 tens and 4 ones. However, they have not been taught to look at a number and see
objective? more than just the value of the tens and the ones. This lesson allows them to look at a two-digit
Where does this lesson fit number like 54 and see 3 tens and 24 ones or 0 tens and 54 ones. This lesson will allow them to see
within a larger plan? numbers at their full capacity and with flexibility. I am teaching this lesson in this way because it
Why are you teaching it this allows for a review of tens and ones place value, an exploration of decomposing two-digit numbers,
way? and the ability to visually see the process.
Why is it important for
students to learn this concept?
Evaluation Plan- How will you Formative-
know students have mastered -Observations throughout whole group lesson.
your objectives? - Bingo Game
Address the following:
What formative evidence will Summative-
you use to document student - I will collect the worksheet and decomposing posters.
learning during this lesson? This information will be used to see what additional work will be needed to help them truly
What summative evidence will understand the concept.
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is What is a two-digit number?
USF Elementary Education Lesson Plan Template (S 2014) Name: Jordan Martel
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 3/1/2017
1st Size:
Whole
Group

necessary for a teacher to teach What are tens and ones?

this material? How do I decompose a number?
What background knowledge is
necessary for a student to
successfully meet these In order to successfully meet the objectives of this lesson, students will need to know how to break
objectives? numbers into tens and ones. Students will also need to know how to add numbers together.
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 think that the amount of tens counted will automatically be placed in the tens place and the
students have about this number of ones is placed in the ones place. For example, if there are 3 tens rods and 12 ones pieces the
content? response might be 312 instead of 42.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples Whole group instruction, whole group activity, individual/group work
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(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.)
T
5 Begin the lesson by talking about I can tell the value of the digits in a 2-digit number.
min Bring student attention to the board have them look at a few examples of tens and ones on
the board. Start with numbers like 3 tens and 2 ones to make 32.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Math
1st
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?
What will you do if
What will you do if
Name: Jordan Martel
Group Date of Lesson: 3/1/2017
Size:
Whole
Group
T/S 15 After this conversation start the bingo game of reviewing tens and ones rods. The pictures
min are representative of quantity values and help them review how the tens and ones relate to
a numerical value.
10 After the bingo game is complete it is time to introduce how to decompose two-digit
S min numbers into different amounts. For example, 2 tens and 12 ones have students play
around with this idea in order for them to really understand. This can be completed on
the Lesson 6.8 Sheet. (It provides 2 ways for them.)
S 10 After they are familiar with decomposing the two numbers they will be given a number
min (ex. 75) and they will have to break it down into three or four different ways using the
paper tens and ones.
Tot 40
al min
a student struggles with the content?
If communicating throughout our whole group activity does not help them I would pull a small group
and have them work with me through the decomposition.
a student masters the content quickly?
For my students who are mastering the content quickly and need an additional challenge they will be
provided with the prompting to break the number down in three ways instead of two. Additionally,
they will be given higher numbers for their poster project.
USF Elementary Education Lesson Plan Template (S 2014) Name: Jordan Martel
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 3/1/2017
1st Size:
Whole
Group

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?
They love being able to manipulate the tens and ones rods. Their interests are also inclusive of doing
art projects and
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects on their ability to decompose larger numbers. They might have to apply this when
sharing or shopping.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For my students who are mastering the content quickly and need an additional challenge they will be
provided with the prompting to break the number down in three ways instead of two. Additionally,
they will be given higher numbers for their poster project.
How will you differentiate instruction for students who need additional language support?
N/A

Accommodations (If needed) R.Q. Pencil grip, seat cushion, all instructions read aloud, redirection.
(What students need specific R.P. Redirection and additional support.
accommodation? List individual M.S. Extra encouragement and additional support.
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Why Bingo Sheets
did you choose these materials? Poster materials
Include any resources you used. Paper, tens and ones strips, glue
This can also include people!) Tens and ones rods
USF Elementary Education Lesson Plan Template (S 2014) Name: Jordan Martel
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 3/1/2017
1st Size:
Whole
Group