Blended Learning Lesson Plan

Lesson Title: Creative counting and combining

Ms. Reagan’s First Grade math class
Objectives:

Students will be able to combine different numbers that will add to a larger number

Students will be able to create their own calendar with dates represented by different counting
symbols

State Standards:

1.NSBT.3 Compare two two-digit numbers based on the meanings of the tens and one’s digits,
using the words greater than, equal to, or less than.

1.NSBT.1

Extend the number sequence to:

1. count forward by ones to 120 starting at any number

2. count by fives and tens to 100, starting at any number;

3. read, write and represent numbers to 100 using concrete models, standard form, and
equations in expanded form;

Context:
I am teaching this lesson on counting because I want for my students to have a better
understanding of how we gage things in the world around us and how numbers can be seen every
day outside of the classroom. Before this lesson students have worked on counting numbers and
objects up to 20 and then 100 and now, we are at 120. Students have learned to count by 2’s to
reach 100. Students will be able to count to 120 and see how smaller numbers can be used to
create a larger number. This lesson will also help students to be able to count the number of days
that we have been in school, how many days are in a month, and how counting is used to create a
sense of time in a week or month. To follow with this lesson, we are going to work on counting
up to 200. Students will eventually reach 180 while we are making our climb towards 200 so
that they can count the total days we have been in school. I am going to teach my students how
to add smaller numbers visually shown in bundles to add up to the larger total. I am going to
show my students how to group numbers from singles, to fives, tends, and hundreds. Students
will write out the number that the group is representing.
Data:
For this lesson students will be grouped into groups based off of their Maps test scores with a
higher level, middle level, and a lower level. From here I am going to do a count off on my
attendance sheet with the scores and count students off from each level into 1,2, or 3. All off the
1’s will create a group, all of the 2’s will be in another group, and all of my 3’s will be in the last
group. I am grouping my students to be heterogenous so that I have a different thought process
in each group, those who understand math on an accelerated term, and those that will need more
help. Ideas can be thrown into the group to help those who do not understand to be able to learn
through their student groups instead of suffering. From this lesson I am going to have my
students end the lesson with a google form that they will fill out with what they have learned
from today’s rotations and what they feel they still need help on. With this information I hope to
be able to break down the help category into groups so that students who are lacking in similar
spots can work on specific lessons in the future that will correct their weak spots.
Materials:
1. Smart Board
2. Notebook paper
3. Pencil
4. Station worksheet
5. Cut straws colored red, yellow, blue, and green (80 pieces of each)
6. Cup for straws to sit in
7. Cut out paper with numbers on it numbered 1-120 (does not have to be every number
between but enough for students to always have one slip in their hand and one in grab
pile)
8. Tape
9. Calendar template
10. Colored pencils
11. iPad
12. Headphones
Procedures:
Introduction (15 minutes):
Today we are going to be broken up into groups to explore how to count numbers by 2’s, 5’s,
10’s, and 100’s. I want for everyone to pull out a piece of notebook paper and their best pencil.
On the board is the number 15. While everyone is pulling out their paper, I would like for you to
raise your hand once you figure out how many times 5 goes into 15, and you have out your paper
and pencil. (Once we have the answer 3) Good job class, we can see this if we write out our
numbers 1-15 and circle every 5th number. In today’s groups we are going to work with
different numbers and find ways to create those numbers by using smaller numbers to express
the whole number. Now everyone stand along the back wall, when I call your name go to the
assigned spot. Group one will sit here, group two will sit here, and group three will sit at the
front of the class on the rug. (Call out names) When you get to station two you will need to grab
your iPad and headphones from the cubbies. There are directions at each station as to what you
are to do. If you have any questions about directions you may come ask me during the first 5
minutes of that rotation, after that you are to use your resources, your other group members. The
worksheets that you will need for your station, if needed, will be there for you to grab once you
get to your station. Leave the rest of the pile neat for the next group.
Teacher Directed (15 minutes):
In this group we will use the smart board to take part in the interactive counting activity.
Students will review how to count by 10’s and how to identify if a number is divisible by 10.
This will be done by comparing what all of the numbers on slide two of this guide have in
common. Students will raise their hands once they have the answer, but I will give students time
to think until I have half of the group’s hands raised. If students do not see the difference ask
guiding questions such as putting the numbers in order of 10, 20, 30, etc. until students realize
that each of these numbers end in a zero and the first digit increases by one. Then we will go to
the next slide where students will count by 10 and color in the numbers divisible by 10 and state
how many times 10 goes into that number. One student will be selected to color in the next
number counted by 10 until all of the multiples are colored in. Next we will count numbers by
5’s. Students will find the pattern between all numbers divisible by 5. Students will again raise
their hands once they have the answer and once half of the hands are up, I will call on someone
to give me the correct answer. If students need more help from here, then we will line up the
numbers and compare them. Students will see that they end in 5 or with a 0. Next we will move
onto the next slide and count by 5’s to color in all of the squares divisible by 5. One student will
be called up at a time to color in the multiple and state how many times 5 goes into that number.
Students will do this until all of the squares are colored in. Next students will practice counting
by 2’s until they get to 20. Students will first find the pattern between all number that 2 counts
into. Once half of the hands are raised, I will call on students for an open discussion until the
correct answer is stated that all even numbers are divisible by 2. We will then go to the next
slide and color in all of the numbers divisible by 2 and the students will come up one by one to
color in the square and state how many times 2 counts into that number. After this, students will
think of one number they noticed that was divisible by all three numbers. Two numbers will be
accepted. Students will write down their answer and submit it as an exit ticket while
transitioning to the next station.
Collaborative (15 minutes):
In this group students will work together to complete their worksheet. This work sheet
has 8 squares with a blank line for students to write down the number that they pull out of the
pile of numbers. The slips that are in the number pile should all be flipped down so that students
do not know what number they are going to pull. Students will figure how to represent their
number using the least amount of straws. The red straws are valued one, blue valued five, green
valued ten, and yellow valued 100. Student will then tape down the straws they used in the
square that matches the number they wrote down. Students will use trial and error to figure out
how to make that number and critically think if the straws can be combined and replaced by a
higher value to make that number. Students will repeat this until they have all 8 boxes filled out.
An example sheet is shown below with 4 on each side, changing the directions to say, “express
the number using as little straws as you can think of.” Students will work together with a partner
to check each other’s papers and correct any mistakes they spot through the use of constructive
criticism, helping the other student correct their mistakes without feeling like they failed the
assignment.

Independent Digital (15 minutes):

Students will grab their iPads and headphones from their cubbies. Students will watch
the attached link in Google Classroom while they color in the calendar worksheet that is at their
station. The song is approximately 3 minutes long. Students should not be on their iPads after 5
minutes at the station. If students are then they will lose free time at the end of the week. The
calendar is going to be the layout for the following month so students can refer to that when they
are being their day and making note of what the date is and what day of the week are on.
Students will number the calendar and use symbols to represent the date. An example of this
could include a caterpillar representing the number one, a butterfly representing the number 5
and a flower representing the number 10. Students will use the minimum number of symbols to
represent the number of the month. At the bottom of the calendar should include a key for the
symbols used to count to the date that is in the box. Students will use colored pencils to color in
their calendars and their shapes. If students are not done in the allowed time, then it will carry
over for homework due at the end of the week. This is their math homework so plan for students
to not be finished. By Friday students will turn in the calendar and be returned before the start of
that month.
The two links are:
1. https://www.youtube.com/watch?
v=yQSdKlNvrmw&list=PLjKw_ezcYVCcmVnnBsRxgZETGXtcXgOW5
Closure (15 minutes):
 Students will clean up their final station and put all of their supplies in a pile. Two
students from each group will put away the materials from their stations. Once all of the stations
have been cleaned up students will gather both of their work sheets and return to their desks.
Students will pass their collaborative counting work sheet forward. We will go over any issue’s
students had in their groups. Students will use the scrap paper that they used to help them with
their trial and error and write down any further questions and issues or positive comments they
experienced during these rotations. While students are writing their response, students will pull
out their science notebook to begin the transition from math to science. We will close math with
a final discussion that the answers from the Teacher Directed station was either 10 or 20. I will
ask how many times 2 goes into 10 and 20 and let the students think. Then I will call on one
student at random to tell me the answer. I will do this again for the number 20. From here we
will close our math discussion and transition to science.

Rationale:
(Climbing Up this Mountain (Counting by 10’s up to 100)): This song is considered
multimedia because students are using their iPad to play music that is educational. This
song will help students to be able to count by 10’s all the way to 100. This supports
students learning style because the students who are auditor learners can listen to the
song, the visual learners can watch the video as the song is played and see how the
numbers grow to be larger, and the hands on students can see the blocks and count the
blocks if they get confused while counting. This video is high-quality because it is
incorporating the natural world of hiking into the counting activity as representing larger
numbers as higher points up the mountain. This multimedia differentiates instruction for
all learners because students with autism or special needs can still independently click the
link and listen to the song. This link is accessible for all students to use with minimal
accommodations to set up the learning environment. Students with hearing aids can use
their listening necklace and plug in the auxiliary cord into their iPad and into their
necklace which is Bluetooth to their hearing aids.
(SMART Exchange: Skip Counting”)
This resource is considered multimedia because it creates whole group engagement for
students to work with technology. This is a good resource for students of all learning
styles because students who are visual learners can spot out the pattern between counting
using 2’s, 5’s, and 10’s making it easier to identify what numbers can be counted by
those numbers. The learners who are auditory learners can hear the similarity between
the numbers that are counted when counting off of 2’s, or 5’s, or 10’s. The students that
are tactile learners will be able to get hands on with the board and make connections
between the counted numbers. This is a high-quality multimedia resource because one it
is from Smart Book and two it offers different ways of seeing the connections when ‘skip
counting.’ This activity is harder for students with special needs to take part in. It is
good for students with autism or ADD or ADHD because the students are moving,
writing hands on, but also moving with teacher guidance. Students with special needs
can get a printout of each slide with a chart and color in the squares with their aid or tell
the class their answer and color it in on their chart. The chart they will use could be
bigger with a larger font and larger boxes.