University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area: Mathematics Grade level: 1 Name: Kayla Turley Date: 10/2/2018
Core Standard:
1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.B.2.b
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine one.

IEP Goal:
Actual:
Student will when given a set of double digit addition facts with and without regrouping, he will be able to solve with
90% accuracy.
Student will when given a set of double digit subtraction facts with and without regrouping, he will be able to solve
with 90% accuracy.

Revised: By 10/2/2019, student, when given a teacher generated worksheet, will correctly state the value of one
specified digit in a two-digit number with 97% accuracy on 4 of 5 trials.

Instructional Objective:
Students can identify how many tens and ones make up numbers.

Lesson Agenda: (minimally include the following points)

 Model
“I see the number 19. I can take ten of them and put them into one group. This is a ten. I see that after making
my ten I have nine ones left. I have one ten and nine ones. This the whole group is 19.”
 Guided practice
“Here is a picture of some shells. Let’s make a group of ten together.” (Physically prompts student to make a
group of ten). “Now we have some ones left. How many ones do we have?”
Then we would discuss the whole number. “What number of shells do we have?”
 Group practice
Individual lesson. Not applicable.
 Independent practice
Now you try one on your own. If you need help I’m right here.
 Error Correction procedures
T: The number of shells is 19. What number?
S: 19.
T: Great following along. 19 has one ten. Watch me make a group of ten. How many tens does 19 have?
S: One.
 T: Fantastic being with me. I see that there are 9 ones. This means I have one ten and nine ones. Now you try.
Break 19 into tens and ones.
S: (does correctly)

Daily Evaluation: (Assessment; pre & during)

Pre- Having student try the first one with me. See if he can remember how to group into one ten and some ones.
During- Watch student group into tens and ones. Use error corrections as necessary.
Progress Monitoring: (Assessment; post)
Student will be monitored using go math chapter assessments.