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    ST Lesson Plan 1

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    This lesson plan from Ms. Tory Storms covers place value for 1st grade students, with the goal of having students identify tens and ones place values, write numbers identifying tens and ones places, and draw number models representing tens and ones. The lesson will include direct instruction, guided practice with differentiation, independent practice with inquiry-based learning, and an exit pass assessment. Students will work with base ten blocks, number models, and math workbooks during the lesson.

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    ST Lesson Plan 1

    Uploaded by

    api-490921664
    24 views6 pages
    This lesson plan from Ms. Tory Storms covers place value for 1st grade students, with the goal of having students identify tens and ones place values, write numbers identifying tens and ones places, and draw number models representing tens and ones. The lesson will include direct instruction, guided practice with differentiation, independent practice with inquiry-based learning, and an exit pass assessment. Students will work with base ten blocks, number models, and math workbooks during the lesson.

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    st lesson plan 1

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    This lesson plan from Ms. Tory Storms covers place value for 1st grade students, with the goal of having students identify tens and ones place values, write numbers identifying tens and ones places, and draw number models representing tens and ones. The lesson will include direct instruction, guided practice with differentiation, independent practice with inquiry-based learning, and an exit pass assessment. Students will work with base ten blocks, number models, and math workbooks during the lesson.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    24 views6 pages

    ST Lesson Plan 1

    Uploaded by

    api-490921664
    This lesson plan from Ms. Tory Storms covers place value for 1st grade students, with the goal of having students identify tens and ones place values, write numbers identifying tens and ones places, and draw number models representing tens and ones. The lesson will include direct instruction, guided practice with differentiation, independent practice with inquiry-based learning, and an exit pass assessment. Students will work with base ten blocks, number models, and math workbooks during the lesson.

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    You are on page 1of 6

    Teacher: Tory Storms Date: Thursday, January 30, 2020

    School: O’Dea Elementary Grade Level: 1st Grade Content: Mathematics – Place Value
    Title: Continue with Tens and Ones Lesson #: 1 of 1 .

    Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
    standard)

     1. NBT: 1. NBT. B
    o NBT. B.2.: Number and Operations in Base Ten: Understand that the two digits of
    a two-digit number represent amounts of tens and ones.

    Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
    select applicable questions from standard)

     How will you show this?

     How could you draw each ten?

     How could you draw each one?

     How many tens/ones are there in ____ (#)?

     Why do you count on from ____ by ones?

    Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)

     I can…use drawings to solve problems with tens and ones.

     I can…. identify the tens value and the ones value.

    Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)


    Every student will be able to:
    (Create your own lesson objectives from the standard, follow the ABCD format)

     Students will identify write numbers to identify the tens and the ones place values.

     Students will draw number models to represent tens and ones.


    Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives
    (general explanation, you will go into more detail at the end of the lesson plan)

     While circulating amongst students, I will identify which students are understanding the
    concept and which students need further instruction with the concept through questions
    and observations of their work.

    Planned Lesson Activities

    Activity Name Place Values: Continuing with Tens and Ones

    Approx. Time 2:10 – 2:40


    25 minutes
    Anticipatory Set The strategy I intend to use is……
     Inquiry-Based Instruction

    I am using this strategy here because…..


     I want the students to start making connections between the
    previous lessons that we have done regarding tens and one’s place
    values. They will need to make connections between identifying
    the place value, writing the number of tens and ones, and drawing
    tens and ones.

    Teaching/
    Presentation: The strategy I intend to use is…..
     Direct Instruction
    (Select the most  Inquiry-Based Instruction
    appropriate I am using this strategy here because….
    teaching model.)  The students will be working on drawing a model to represent tens
    -direct instruction and ones. Therefore, I will be modeling for the students how to do
    -presentation draw that model correctly and where the tens and ones are
    model appropriately placed within that model.
    -concept teaching  I will use inquiry-based instruction to check for understanding from
    -cooperative students. I like to use the “thumbs-up, thumbs sideways, or
    learning thumbs-down” model. I ask students to self-assess in order to see
    -inquiry how they are feeling and then students who have it will be able to
    work and students who feel they need extra help will be able to
    continue to get support from me.
    Teaching The strategy I intend to use is…..
    Strategy: Guided  Direct Instruction
    Practice & I am using this strategy here because….
    Differentiation  Our guided practice is very tied in with my teaching presentation.
    Students and I work together to solve the problem. I will ask
    questions and ask for input, but for the most part I am guiding the
    students in what to do next and correct steps to reach the correct
    answer. I will encourage them to solve a problem on their own and
    move around the room to see who has it and who doesn’t. Then I
    will ask for students to self-assess where they think they are.

    Teaching The strategy I intend to use is….


    Strategy:  Inquiry-Based Instruction
    (Independent I am using this strategy here because….
    Practice)  Students will be working independently during the independent
    practice time. They will be completing the rest of the problems and
    see how far they will go. I say inquiry-based instruction here
    because a lot of this time I spend walking around the room and
    asking students “how did you know?” or “Are you right?”. I use
    this during this time to get students thinking critically about why
    they did a problem that way and if it makes sense.

    Closure The strategy I intend to use is….


     Exit Pass
    I am using this strategy here because…..
     Students will need to complete problems 3-8 of the independent
    practice. Once they are finished and I have told them it is time to
    head back, they will need to each show Mrs. Zamora or I their
    completed work. This will help us assess for understanding and
    gauge if students are ready to move onto the next lesson.
    Materials Materials Needed:
    Clipboard
    Pencil
    Math Book
    Overhead Projector
    White Board
    White Board Marker
    Base Ten Blocks

    Accommodations Modifications:
    & For students who are struggling with the independent practice, I
    Modifications will work one-on-one with them and provide them with extra
    models (base ten blocks, cubix cubes) in order to build the
    problems and develop understanding.
    Extensions:
    For students who are cruising through the independent practice, I
    will have them continue on in the lesson and complete the math
    practices section and the problem-solving section. This section is
    the same concept but delivered in word problems.

    Assessment I will know that students were successful or challenged by….


    o Having each student show me their work after they are done will
    help me understand which students need further instruction with the
    content and which students are ready for the next concept.
    o Walking around and asking students how they know they are
    getting the correct answer will help me assess which students are
    understanding the concept and which students do not have
    understanding of the concept and need further instruction.
    CEP Lesson Plan Form
    CEP Lesson Plan Form

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