Lesson Plan Format

Name: Lauren Seaner Date: March 16, 2017

Subject: Math Topic: Place Value
Grade: 1st grade Group Size: Small Group

Objective:
The learner will be able to use a place value chart to determine how many tens
and ones are in a number. The learner will be able to place the correct number of
cubes in the correct place value chart column.

Standards:
B. Understand Place Value
o 1.B2a. 10 can be thought of as a bundle of ten ones called a ten.
o 1.B2b. The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones
o 1.B2c. 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)

Contextual Factors:
Rollins Place Elementary is located in Zachary, Louisiana. The school contains
students of different races such as, African American, White, Hispanic, and many
more. In the classroom, there are six tables for students to sit with four desks to a
table. There are also six computers the students can use during free time to play
educational games on. The students are grouped more to their level because
during partner reading, students are reading to another person of their level. There
are four students in the classroom that are grouped together because they are
further behind then the other students. The classroom routine is consistent
throughout each day and only alters if there is a conflict at the school. In the first
grade classroom, the children range from six to seven years of age. There are nine
girls and eleven boys in the classroom. The classroom has different races such as
African American and White. There are no children that have an IEP. All children
in the classroom speak English.

Teacher Materials/Resources:
Place Value Mats
Dry Erase Marker
Dry Erase Eraser
Unifix Cubes
Worksheet
Pencils

Technology Integration:
No technology was used.
Family Community Connection or Extension:
A family letter will be sent home with the students. Attached to the letter will be
the place value mat the students will be using in class.
Suggest parents to:
o Use place value mat (attached) and have the student think of a number.
Use different items such as pretzels (for tens) and cheerios (for ones) to
create the number on the place value mat.
o By visiting: http://www.abcya.com/base_ten_fun.htm
o Reworking math problems on worksheets that your child may have
struggled with

Lesson Procedure and Activities:

This lesson is targeted for small group (3-5 students).
The teacher will start by modeling examples for the students (How many tens are
in the number 28? How many ones are in the number 28?).
I will give the students their dry erase place value mats and forty Unifix cubes.
I will give the students and number and they will have to use their Unifix cubes to
make the number and write how many tens and ones on their place value mat.
After several problems, I will pass out a worksheet for the students to work on to
check their understanding.

Pre-Assessment:
Start by having students gather around a table. I will start by using a ten frame
with ones that they previously learned. Start by using the number 8 and asking
students how many ones are in the number eight. If most of the students
remember the concept of ten frames, ask the students to write on their place value
mat how many tens and ones are in the number eighteen.

Introduction:
Begin by using the pre-assessment example of eighteen. Use the place value mat
and Unifix cubes to model the number eighteen to the students. After modeling,
ask the students about how many tens and ones are in the number twenty-seven.
Have students write it on their place value mat and discuss with their partner. Do
several more examples with students before moving on to examples by
themselves.

Activities:
The teacher introduces the lesson by reminding the students of ten frames and
ones.
Teacher will model the number eight using the place value mat.
Teacher will write the number 18 on her place value mat and have the students
write how many tens and ones are in the number on their place value mat. Then
students will discuss with their partner.
 The teacher will demonstrate several more examples before the students go back
to desks.
Students will use place value mat and Unifix cubes and work examples of
numbers that the teacher will tell the students.
After doing several examples, the teacher will pass out a worksheet the students
will complete.
After completing the worksheet, the teacher will call on students to give the
answers to the questions.

Closure:
Students will work on worksheet for about 10 minutes. Teacher will call on a
student to answer each math question. If the students struggle with a problem in
particular, then we will work it as a group.

Differentiation:
This lesson is appropriate for six to seven year old first graders because they are
building on their knowledge of place value in the ones and tens column. The
assignment is also good because they are able to work hands on activity and not
just sitting there and listening to the teacher talk. The activity and lesson are also
appropriate for the students because it is building on what they already know
(making ten frames).
However, for four students in particular, I would work with in small groups when
the rest of the students were working on the worksheet to help make sure they
understand the lesson. Time wise, I would give the students a little extra time to
work the problems using the cubes and place value chart.

Formative Assessment/Evaluation:
I will observe the students and have a checklist with each students name and
mark if each child could determine how many tens and ones are in a number using
their place value chart. The teacher will also use a checklist to see if the student
can use Unifix cubes to bundles ten(s) and ones on their place value mat. This will
help with counting and fine motor skills.

Pre-Assessment

Student Name Correct # of Tens Correct # of Ones Comments

K.W No Yes Stated the number of tens as the
ones
M.H. Yes Yes
D.C. Yes Yes
 Formative Post Assessment

Objective 1: Identified Tens and Ones in a Number

Name of Student Met Did Not Met Comments

K.W. Y
M.H. N
D.C. Y

Objective 2: Using Unifix Cubes to Make Bundles of Tens and Ones

Name of Student Met Did Not Met Comments

K.W. Y
M.H. Y
D.C. Y