NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Grisel Weight Monday, February 4, 2013

Description of Classroom: There are about 23 students in this first grade class, consisting of
more boys than girls. The vast majority of the students are Hispanic, and English is their second language.

Background: The students have some prior knowledge in addition and subtraction, as well as
counting to 120. They can also count to 120 by 10s, and skip counting will be useful as they learn that 10 ones equals a 10 block unit. This is the first day of a five week unit on place value.

Content Objective(s):
The students will be able to identify the tens and ones place value in a 2 digit number. The students will demonstrate their understanding that ten ones equals a ten.

Language Objective(s):
The students will use their listening skills during the direct instruction and guided practice. The students will use their speaking skills during guided practice and when in pairs. The students will use their reading skills, in order to comprehend the directions during independent practice. The students will use their writing skills during the dice game and the independent practice.

Nevada Standards:
1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 1.NBT.B.2a: 10 can be thought of as a bundle of 10 onescalled a ten.

Key Vocabulary:
Digit: the symbols that make up a number Value: the worth of a number

Best Practices: (put an X next to those that you address in your lesson)
X X X X X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing X X X X X X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X X X Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies: Total physical response (TPR) during guided practice, Kagan cooperative
learning during dice game, Blooms Revised Taxonomy questioning throughout lesson

Warm Up Activity:
The teacher will (TW) review the vocabulary words by reading them out loud to the class and providing an example. TW also review the place value song.

Lesson Sequence:
Concept/Skill Development Focus Lesson/Teacher Modeling I do it: TW show the students 10 ones and a unit of 10 using the unifix cubes. She will state, This unit of ten contains ten squares. She will have a student count the squares to verify that there are ten. TW state, This unit that was made by connecting 10 ones. (hold up the loose ones) It can be called a ten because it represents 10 ones (hold up the ten). TW now show the students 9 ones. TW state, These loose cubes that are not connected are called ones. We use them to represent numbers that are less than 10. For example, If I want to represent the number 6 using the cubes, I would count 6 ones. TW now go back to Susies situation. She will write 15 and 51 on the board. She will first begin with the number 15. TW state, The two digits in this number both have a different place value. TW state that we will always go from right to left when we work on place value. TW write ones above the 5 and tens above the 1. She will explain, The digit right here on the right, which is 5 in this case, is in what we call the ones place. The digit right here on the left, which is 1 in this case, is in what we call the tens place. TW explain that we can find out the worth of a number by understanding the place value and using the unifix cubes to help us. TW tell the students that we can use 5 ones to represent the 5 in the ones place, and we can use a ten to represent the 1 in the tens place. TW state, If we add these cubes together, we will get 15 cubes, which is the number we have (count them). This is how we use cubes to help us understand the place value of a number. TW tell students to count the ten cubes by skip counting by tens because it is quicker, and then we add the ones cubes at the end. TW model this same procure with another 2 digit number. Guided Practice We do it: TW put on soldier costume. TW tell 5 students, Soldiers line up. Soldier, youre tall and youre tall, soldier, youre small, youre small, and youre small. (small kids are to crouch down in a ball, tall kids stay standing) TW sing, I dont know what Ive been told, tens are tall and ones are small, first you count up all the tens, and add all the babies all to the end. TW explain that the tall students represent a ten and the small students represent a one. TW ask the class, Soldiers, what does this number represent? (23) TW help as needed. This will be repeated until the students get the hang of it. Collaborative Practice You do it together: TW have the students pair up. The partners will have 2 dice. They are to take turns rolling the dice, and represent the number using the unifix cubes. They will write their number on the worksheet, and will draw the amount of unifix cubes they used on the worksheet. Each student will fill out a worksheet. TW model this first. This will be repeated until each partner gets three turns. TW facilitate. TW review these instructions for those students who need to correct some/complete their game worksheets. Independent Practice You do it alone: TW have students complete worksheet pg.167 when they are done with the dice game.

Accommodations:
Ideas for differentiation: Below level: TW continue to model and help these students, and will allow these students to use the unifix cubes during the dice game. On level: These students can help the students who are below level, during the guided practice and the dice game. Above level: These students can complete the C86 worksheet, in which they practice adding two digit numbers using the cubes.

Supplementary Materials:
Dice Boy Scout shirt for teacher Place value worksheets for teacher for the elmo Dice Game worksheet for students Unifix cubes Worksheet 167 for independent practice Worksheet C86 for above level Elmo http://mrstsfirstgradeclass-jill.blogspot.com/2012/10/place-value-songsvideos.html (place value song)

Review/Assessment:
Review: TW ask the class, What did you learn today about place value? (it can help us determine the value of a two digit number) Assessment: An informal assessment will be done while the students do the dice activity during the collaborative practice, and a formal assessment will be done when the students do the independent practice.