Name: Jasmine Jackson Grade: 1st Group

Size: Learning Center

Subject/Lesson Topic:

Objectives: (TLW:)
Add numbers 1-9 to the number 10
Count by adding

Standards/GLEs:
1NBT.2b: The numbers from 11 to 19 are
composed of a ten and one, two, three, four,
five, six, sever, eight, or nine ones.

Contextual Factors:
Advanced class with 22 students, 10 boys and
12 girls in a public school. 7 students go to a
speech therapist everyday. Some students need
one-on-one assistance when learning new math
concepts.

Teacher Materials/Resources:
Basket or bucket
10 toy basketballs
timer

Student Materials/Resources:
game worksheet

Technology Integration:
Teacher will use Seesaw to share pictures of
students at the learning center with their
 parents.

Family/Community Connection or Extension:

This learning center can easily be duplicated. Parents
can use any bucket or basket and the students can
use any ball to recreate the learning center. The
purpose is to get students to practice adding two-
digit and one-digit numbers. This will give the
students more practice and allow them to show their
parents what they have learned.

Pre-Assessment: Students in the class are very

competitive. They love to play games with their
classmates. Students are learning about place value
and some are having trouble understanding the
difference between the tens and one place when
adding numbers together. Before the learning center
time begins students will be asked if they can add
one digit numbers to the number ten.

Lesson Procedure and Activities:

Introduction: Teacher will explain to the students

that they will rotate in learning centers. To hook
the students, the teacher will ask them if they like
sports. She will then ask if they like basketball. She
will explain that theyre learning center is a
basketball game.

Activities:
Teacher will show game worksheet to students
and explain the directions.
Teacher will explain that each student will have
 15 seconds to shoot as many basketballs as they
can into the bucket and that each ball in the
bucket equals one point. She will explain that
each student has 10 points before the game
even starts so students add their points to the
10 points. The student with the most points at
the end wins.
Students will get into groups and begin learning
centers.
Teacher will monitor and write anecdotal notes.

Closure: The students will meet on the rug or go

back to their desks. The teacher will ask if they
enjoyed the game and what they learned from it.
She will explain that understanding how to add
two-digit and one-digit numbers together will help
them when they move on to bigger numbers. She
will call out random addition problems and ask
them to quickly call out the answer.

Differentiation: For advanced students, the rules

of the game can be changed slightly. Instead of each
ball being worth one point, balls can be worth two or
three points. For students who are having difficulty
with the learning center, the teacher will play the
game with them, further modeling how to play and
how to add the points they score to the 10 points
they are given.

Formative Assessment/Evaluation: Teacher will

use the game worksheet to determine who
understands how to add tens and ones together. If
the teacher feels that the worksheet does not
provide enough information, she can ask the
students to use their white boards to write down
answers to simple addition problems that are called
out.