Lexie Schuman

Math Lesson Plan

Teaching Date: February 25, 2020

Lesson Rationale
- As students progress in their mathematical knowledge, they need to develop their number sense
to assist in problem-solving and their numerical awareness. One way to begin this process is
through understanding place values, such as ones and tens. Therefore, this lesson will provide a
foundation for students as they develop their number sense.

Readiness
I. Goals/Objectives/Standard(s)
A. Goal: Students will understand the difference between the ones and tens place value.
B. Objective:
■ By completing the activities, students will identify numbers located in the ones
and tens place value in any given number.
■ By participating in the stations, students will build numbers correctly using math
manipulatives.
C. Standard(s)
■ 1.NS.2: Understand that 10 can be thought of as a group of ten ones — called a
“ten." Understand that the numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight, or nine ones. Understand that 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).
II. Management Plan
A. Time (Total Time= 9:45-10:40)
■ Anticipatory Set: 5 mins
■ Mini-Lesson: 8-10 mins
■ Stations: 4 rotations at 7 mins each
■ Closure: 2-3 mins
B. Use of space
■ For the anticipatory set and mini-lesson, students will be seated in a circle at the
carpet.
■ For the small-group stations, station leaders will be utilizing the three kidney
tables placed within the classroom. Students working independently will be
seated at their desk.
■ For the closure, students will be seated at their seats.
C. Materials
■ Anticipatory Set: M&M’s and small cups for sorting
■ Mini-Lesson: anchor chart, markers, kidney beans and small cups for sorting
■ Independent Work: worksheet (24 copies), students’ school box (for scissors,
glue, and crayons) and students’ iPads
■ “Spin and Build”: laminated recording sheet (x6), expo markers, base 10 blocks,
and spinners (x6)
 ■ Mrs. Pence’s Station: magnetic manipulatives and flash cards
■ Miss Schuman’s Station: anecdotal record sheets, kidney beans, small cups
(presorted with 10 kidney beans), and laminated recording sheets
D. Grouping - Students will start at these stations and then rotate to the next one after seven
minutes. This rotation will be prefaced by myself.
■
With Me With Mrs. Pence Spin & Build Independent Work

Zoey Ameera Ray Laiah

Ezra Haylee Annabelle Bentley

Abbigaile Jack Jorge Kariliona

Alannah Syrus Steven Willow

Jaydon Gideon Lainey Hope

Jeremiah Ace Oz Chris

E. Describe Expectations and Procedures

■ Students will follow the guidelines put in place by Riverview Elementary School
and Mrs. Pence’s classroom expectations. This includes showing others kindness,
acting respectfully, talking at Level 1 in small groups and at Level 0 when
working independently.
■ If students act out or refuse to work, they will first have a verbal warning. Next,
they receive two minutes in the “chill chair” before resuming work. If the student
continues acting out, they will pull an “alert.” The “alert” will then be
communicated with their parents by sending home a slip in their homework
folder.
■ When I say, “1, 2, 3…” Students are to respond with “Eyes on You.” They then
immediately put materials down, stay quiet and turn to look at me to hear their
next directions.
III. Anticipatory Set (5 mins)
A. Ask students to gather at the carpet, dismiss students by table teams. I have this bowl of
M&M’s and I want to know if I have enough to share with each of you! However, I’m not
sure what’s the best way to count the M&M’s. Can you help me? Allow for 2-3 students
to offer suggestions. Remember when you counted 100 items for 100th day? Can you
think of some of those options? Lead students towards counting by groups of 10s. Place
10 M&M’s in a cup and continue until all M&M’s are placed in a cup or you cannot
obtain another group of 10. Let’s count how many we have in total! 10, 20, 21, 22, 23, 24.
So I do have enough to share!
IV. Purpose Statement
A. Today we will be learning about how we can group 10 items, such as M&M’s, beans, or
blocks, into a group of ten ones--called a “ten” because this will help you understand the
meanings of numbers.

Plan for Instruction

V. Adaption to Individual Differences and Diverse Learners
A. Adaptations for Individual Learners
■ Students will be allowed to work in pairs during independent work, when needed,
to provide extra support to each other.
■ Students who excel in building numbers 0-99 will be challenged at Mrs. Pence’s
station by building numbers greater than 100.
B. Early Finishers
■ Students who finish their independent worksheet will use their iPad to play
Galaxy Math.
C. Reteaching
■ Reteaching in a small group will occur based on the individual groups’ needs.
The needs will be determined based on the check for understanding and questions
students ask throughout the mini-lesson.

VI. Lesson Presentation (Input/Output)

A. Mini-Lesson (whole-group)
■ Instead of using M&M’s, we are going to start using these beans to practice
counting. Will you help me count 10 beans to place in this cup? Let’s count
together 1, 2, 3, … 8, 9, 10. How many are in a cup? Students respond with 10.
■ Bring out additional cups of 10’s and extra beans. What happens if I have one ten
and 3 individual beans. How many do I have now? Turn to the person beside you
and tell them your guess. (CFU) Wait five seconds. Draw the image on the board.
Let’s count them together! We have 10 in the cup and then three more. How do
we write that? Write 13 on the board.
■ What happens if I give you the number 26? How might we represent it with the
beans? Turn to the person beside you and discuss it. Allow for 1-2 minutes for
discussion. Ask 2-3 students what their group talked about. Work out their
solution with the manipulatives in the center. Did anyone do anything
differently? Look for responses. Did you notice how we had two groups of 10s or
20 beans and 6 single beans? That is like writing the number 26 as 20 plus 6.
Which number is in the tens place? Turn to your neighbor and whisper it to them.
Allow students to share. All together, which number represents the tens place?
(CFU)
■ What happens if I give you the number 37? How might we represent it with the
beans? Turn to the person beside you and discuss it. Allow for 1-2 minutes for
discussion. Ask 2-3 students what their group talked about. Work out their
solution with the manipulatives in the center. (CFU) Did anyone do anything
differently? Look for responses. Did you notice how we had three groups of 10s
or 30 beans and 7 single beans? That is like writing the number 37 as 30 plus 7.
 What number is in the ones place? Turn to your neighbor and whisper it to them.
Now all together? (CFU)
■ Today we will have a station at the table with me--we will be working on more
problems like the ones we have done here at the carpet. Mrs. Pence will be
leading a station where you will build numbers using magnetic math tools. Some
students will be working with our aid by playing a game called “Spin and
Build.” If you are not in a group, please work on this sorting activity. When the
worksheet is done, you may get on Galaxy Math.
■ Showcase groups on the flip chart. Find your name on the chart. Give me a
thumbs up when you know where you will be going. Watch for all thumbs up. On
the word “Pizza,” I will dismiss you by groups to grab a pencil and head to your
spot around the room. Begin dismissing students by groups.
B. Teacher Station (with Miss Schuman)
■ Students will be completing a teacher-led activity with beans and a recording
sheet.
a) Begin by asking students to represent the number 16. What happens if we
add four more units? Let students explore. What do we have now?
Students should respond with, “We have two tens.”
b) Clear your boards. Can you show me the number 25 on your boards?
Allow students time to construct.
(1) Question Guide: How many are in the ones place? What number
represents the tens place? (CFU)
c) Continue by asking students to represent the numbers: 17, 23, 31, 19, 49,
16, 42, 57, 8, 71, 36, 25, 49 etc. Follow the question guide listed above
with each example.
C. Independent Work Station
■ Students at this station will complete a cut and sort activity. They will cut
numbers and glue the number to the matching base-10 representative. This sort
focuses on numbers 1-25.
D. “Spin and Build” (with classroom aid)
■ Students at this station will be playing a “Spin and Build” game. Students will
spin a number from 10-60 and then a number from 0-9. They are then required to
build the number using base-10 blocks on their recording sheet. The recording
sheet will have space for students to use a dry erase marker to record the final
written version of their number. After each build, students will be asked to turn to
their shoulder partner and point to the number in the tens position and the number
in the ones position. (CFU)
E. Magnetic Manipulative Build (with Mrs. Pence)
■ Using flash cards, students will build numbers ranging from 0-99 at random.
They will build their numbers using magnetic manipulatives (similar to base 10
blocks). Mrs. Pence will facilitate discussions about the place values of each
number they build. (CFU)

VII. Check for Understanding (CFU)

 A. Discussions during the mini-lessons will provide a check for understanding as I ask
students to turn to their neighbor to share the number I demonstrated and the number
located in the ones or tens place.
B. During the “Spin & Build” station, students will identify numbers in the tens or ones
position to their shoulder partner. This will be monitored by the <insert aid’s name>.
C. During the teacher-led station, students will be asked to point out numbers in the tens or
ones place and answer questions.
D. Each time students build numbers, the adults at the station will check their responses and
provide feedback accordingly.

VIII. Review Learning Outcomes/Closure

A. To review making groups of ten, let’s try making groups of tens with our bodies! First,
find a partner. Allow 30 seconds. On the word Pizza, you and your partner need to find
enough people to make a group of 10 and then sit link arms together. Step 1: Find 10
people. Step 2: Link Arms and sit on the floor. Pizza! Allow 1-2 minutes. Freeze! What
do you notice? Allow 1-2 students to share. Lead them into the following discussion. I
noticed we have two groups of 10 and 4 individual students. Write on the board
10+10+4=24 students! Please head back to your seats. Mrs. Pence will be looking for
quiet table groups to line up for lunch.

Plan for Assessment

- Formative Assessment
- The cut and sort activity students complete at the independent work station will be
collected to assess students ability to associate base 10 blocks with a written number.
This activity also looks to assess students ability to identify the tens and ones place value.
- While working in the teacher station, a checklist and anecdotal notes will be used to
identify if students can correctly identify the ones and tens units within various numbers
and if they can build numbers using beans or base-10 blocks.

Reflection and Post-Lesson Analysis (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all my students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to build numbers 0-20 with manipulatives? 25+?
8. Did the students who worked independently do so respectfully and in accordance with classroom
expectations?
9. Was the checklist at the small group station a successful way to check for students
understanding?