Eld375 Lesson 1

Lauren Kelly
Eld 375
March 4, 2015
Math Lesson Plan - Place Value
Rationale Students will learn and understand that a two digit
number represents a certain number of tens and ones. Students will
learn that ten ones is also known as a group of ten.
Standards
CC.Math.NBT.1.02 - Understand that the two digits of a two digit
number represent amounts of tens and ones. Understand the following
as special cases: 10 can be thought of as a bundle of ten ones called a
ten. The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones. 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.
Objective Students will be able to identify the tens and ones in a
two-digit number.
Students will be able to identify that ten ones is also one group
of tens.
Materials:
Basket
Index cards
Manipulative
Board
Markers
Procedures
At the beginning of the lesson I will review with the students the
previous math lessons of the week to make sure they know to use their
prior knowledge in today's lesson. I will then call the children to the
front carpet. I will ask them to give me examples to two digit numbers,
as they give me the examples I will write them on the board. Once a
couple of numbers are on the board, I will ask them to tell me about
the numbers. After the examples are given, I would lead them to the
tens and ones of each number. I would ask the students to tell me how
many groups of tens are in each number and how many groups of ones
are in each number. After They have practiced a few of those
examples, I would put numbers like 10, 20, and 30 up on the board to
have them tell me that there are 1, 2, or 3 groups of tens with 0 ones
in the number. Once I feel that they are understanding what I am trying
to teach them, I would dismiss them back to their desks. When they
are settled back in their desk I would hand out baskets to each table.
The basket will contain index cards with 1 two digit number along with
math manipulatives. I will then instruct the students to take 1 index
card, once they have an index card they are to take the math
manipulatives to show how many tens are in the two digit number, and
how many ones are in the two digit numbers.
Closure The closure for this lesson will be to have each table work
together on the last example as a group. Once they have completed
the final example they will be asked to clean up and sit in their desks
to get ready for the next class activity.
Assessment The assessment for this lesson will be the individual
and group work after meeting on the carpet. By correctly showing the
numbers on the index cards I will know that the students are grasping
the concept of the lesson. If the students are not doing this properly I
can then decide how to go about the next lesson or how to split up
small groups to further the instruction of the upcoming lessons.
Differentiation For this lesson I will take everyone to the carpet and
teach the class as one. Once I am done with the lesson I will dismiss
everyone back to their desks. If someone is having difficulty not
understanding the lesson or has any questions, I will have them stay
on the carpet to ask their questions and help them a little more. Once
they understand I will walk around making sure that each student is
understanding. Not only will they see me explain the lesson on the
board, they will hear other students give examples, and they will be
able to demonstrate the numbers by using manipulatives.
Other Considerations
This lesson is important because it introduces the students to
two digit numbers and place value, leading into other aspects of math.
Once the students understand place value they can move on to other
more challenging topics.
There are multiple esl kids in this classroom which made me put
a little extra thought into the process of this lesson. Some kids might
need extra time and some kids might understand this very quickly all
will need special accommodations.
This lesson is aimed at one level, if the child is struggling they
can stay on the carpet and ask whatever questions they might have, or
if students are excelling I can give them higher more.
Possible questions
Children might have multiple questions about this lesson because it is
something new to them, here are some of the questions that might
come up:
What is the difference between 21 and 30?
What are ten ones called?
How many ones are in 47?
How many groups of ten are in 72?
The textbook helped me come up with certain ideas about the
questions I should ask. After reading I realized that I might need to
change or adjust some of the information in my lesson to appeal to all
of the different learners in one classroom. There might be advanced
children as well and lower level students who all need to be taught the
same lesson, so coming up with a range of ways to teach will help all of
them understand.

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Lauren Kelly

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