Indicators in bold are specific to edTPA
NAME: Jennifer Spiller LESSON:
Common Core Standards
IEP Goal [if applicable]
Primary learning target
Primary Lesson Objective
Student-friendly learning
target
Pre-assessment/baseline data
Primary Learning Target
Formative Assessment:
How will you monitor
students progress on
lesson objective?
Summative Evaluation:
How will the student be
evaluated?
Content Analysis:
Add Tens or Ones GRADE: First
CCSS.MATH: Number and Operations in Base Ten- 1.NBT.2c 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).
N/A
N/A
When instructed students will add tens and ones to two digit numbers with one hundred
percent accuracy.
What: Add tens or Ones
Why: To be better at math
How: I will use tens sticks and ones circles
N/A
Thumbs up or down
Ability to answer question
White Boards
Worksheet
Students will solve practice problems on a work sheet and white board.
Activity 1
1. Write the equations 4+3 and 40+30 on the white board
2. Solve the equations using the tens sticks and ones circles method
3. Discuss the similarities, differences, and how 4+3 can help solve 40+30
4. As a class repeat 1-3 using 2+3, 20+30 and 4+5, 40+50
Activity 2
1. Draw 13 using tens sticks and ones circles methods on the white board
2. Take a giant step by adding a tens stick
3. Solve 13+10
4. Take a tiny step by adding a ones circle to the new number 23
5. Solve 23+1
Indicators in bold are specific to edTPA

NAME: Jennifer Spiller LESSON: Add Tens or Ones GRADE: First

6. Repeat steps 2-5 with class

Considerations: Math Expressions Common Core by Houghton Mifflin Harcourt
Resources: White boards
Materials: Markers
Accommodation Erasers
Modifications Document camera
Technology: Projector
Behavior expectations poster
Opening/Motivation: What the teacher does What the student
does
Signal for attention 1. Behavior expectations and Signal for attention Raise marker
Engagement and activate a. Say: when we are learning today we need to follow in air
interest the give me 5 expectations Follow give
Connection to prior b. Go over what the expectations are on poster me five
learning i. Eyes on speaker Set supplies
Review previous lesson ii. Lips closed on floor
Student-friendly learning iii. Ears listening Demonstrate
target iv. Sit up straight giant and tiny
Communicate behavior v. Hands and feet quiet steps
expectations c. Go over the signal for attention of give me five
Vocabulary practice putting five in the air
d. Say: when we are using our white boards today and
you finish the math problem I want you to put the cap
on your marker and raise it in the air
e. Practice raising marker in the air
f. Say: now we will put our markers and erasers on the
floor until we need them
2. Activate interest and present learning target
a. Say: today we will learn to add tens and ones
b. Say: we need to learn to add tens to be better at math
Indicators in bold are specific to edTPA
NAME: Jennifer Spiller LESSON:
OUTLINE of Learning sequence: Demonstration
Presentation of
information
Model and demonstrate
the new skill, strategy, or
concept
Active engagement
Add Tens or Ones GRADE: First
that way we can count our money when we want to
buy a super cool toy or go to the movies
c. Say: we will learn to add tens by using our tens sticks
3. Activate prior knowledge
a. Say: we know how to add numbers to make a teen
number for example 8+6=14
b. Say: we also know our doubles such as 2+2=4 now
what if we make it 20+20=40
4. Vocabulary
a. Say: today you will need to remember what tens
sticks and ones circles are
i. Make a tens stick and ones circles gesture
b. Say: you may need to remember you decade numbers,
20, 30, 40, 50, 60, 70, 80, and 90
i. Count out loud as a class
c. Say: we also need to know what a giant step is
i. Say: when we add a ten stick it makes a giant
step
ii. Demonstrate a giant step with class
d. Say: then a tiny step is when we add a one
i. Demonstrate with class a tiny step
1. Demonstrate a parallel equation Write on
a. Write 3+4 on the white board white
b. Solve using ones circles (Have class count out load) boards
c. Write 30+40 below 3+4 Raise hands
d. Solve using tens sticks (Have class count out load) Solve
e. Explain relationship between equations problems
i. Say: the two totals are alike because both have 7 Count out
in them, 7 ones and 7 tens load
Indicators in bold are specific to edTPA

NAME: Jennifer Spiller LESSON: Add Tens or Ones GRADE: First

ii. Say: the two totals are also different because the
first total is shown with 7 circles, so it is the
number 7. The second total is shown with 7 tens
sticks, so it is the number 70.
iii. Say: 3+4 can help us solve 30+40 because 30+40
is the same as 3 tens + 4 tens. If we know 3+4=7,
then we know 3 tens + 4 tens is 7 tens or 70.
2. Supervised practice of parallel equations
a. Write 3+2 on board
b. Solve as a class using ones circles
c. Write 30+20 on the board
d. Solve as a class using tens sticks
e. Discuss the problems
i. Say: how are the totals alike?
ii. Say: how are the totals different?
iii. Say: how does 3+2 help us solve 30+20?
3. Individual practice of parallel equations
a. Write 4+5 and 40+50 on the board
b. Say: this time you will add these using tens sticks and
ones circles if you need to. When your done put the cap
on your marker and raise it in the air
4. Demonstrate giant steps and tiny steps
a. Say we are going to practice taking a giant step, which is
when we add a ten
i. Draw the number 13 using a tens stick and ones
circles on white board
ii. Say: now we will take a giant step by adding a
stick
iii. Solve 13+10 with tens sticks and ones circles
b. Say: now lets take a tiny step, which is when we add a
Indicators in bold are specific to edTPA

NAME: Jennifer Spiller LESSON: Add Tens or Ones GRADE: First

one
i. Add a ones circle to the new number 23
ii. Solve 23+1
5. Supervised practice of giant and tiny steps
a. Use previous drawing of 24
b. Say: now I will look for someone sitting quietly with
their hand raised to come up and draw a giant step or a
tiny step
i. Review what a giant and tiny step looks like
ii. Choose a student to draw a tens stick or a ones
circle
iii. As a class solve the new problem
iv. Repeat ii-iii four more times
v. Put white boards away
6. Individual practice of giant and tiny steps
a. Say: now we are going to practice taking giant and tiny
steps on this worksheet
i. Pass out worksheet
b. Solve first problem together
c. Review answers after given time
OUTLINE of Supervised Practice/Feedback:
Sequence of activities See OUTLINE of Learning sequence: Demonstration
Opportunities to practice
Check for understanding
Check for readiness to
work independently
Provide specific
feedback
Opportunities to
correct/revise their
Indicators in bold are specific to edTPA

NAME: Jennifer Spiller LESSON: Add Tens or Ones GRADE: First

work
OUTLINE of Independent Practice:
Allow students to
evaluate their work
Application
Closure: 1. Review target
Revisit student-friendly a. Say: today we learned about adding tens, because we want to do better at
target math.
Review key content 2. Review key content
Checks for understanding a. Say: we learned how to add tens by making a giant step and using our tens
Transition sticks
3. Checks for understanding
a. Say: I have one last question; will the total of 58+10 be 59 or 68? Write your
answer on your paper
i. Explain answer
4. Transition
a. Say: now I will choose the tables that are ready to put their supplies away
and line up.
Back-up plan or additional 1. Those who finish early can pull out their mystery math booklet
practice: 2. If students dont understand how to add ten I will have them draw it out using tens
Plan for those who finish sticks and ones circles, using different colors for when we add something. As well as
early right the problem below the drawings to show the connection.
How will you re-teach
strategy for those who
need help?
Strategies for generalization,
maintenance or next steps:
How will students
evaluate their own
work?
Indicators in bold are specific to edTPA

NAME: Jennifer Spiller LESSON: Add Tens or Ones GRADE: First

Expressive and Receptive

Communication [How will
students articulate their
learning?]
What functions are
necessary for this
lesson, i.e. write, sign,
listen, read, etc?
In what form will the
students produce their
work to demonstrate
their understanding of
the objective(s)?