Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Date:

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: ______

Grade level: ___1_____ Number of students in the class: ___24____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Learning Disability- Independent Educational Plan (IEP) 2 Students receives services for a learning disability that
includes: Individualized equipment (iPad) intended to
maintain, increase and improve the student’s ability to learn
and demonstrate learning, extended time on assessments,
alternate seating to reduce distractions, simplified visual
instructions.
504 Plan 1 Student receives support that includes, redirection, alternative
work space, use of headphones and more frequent breaks
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ESL- English as a Second Language 2 Students receive ongoing instructional accommodations that
include adjustments in teaching strategies required to enable
the student to learn and to progress through English related
curriculum. Ex. Tactile strategies, Visual cues, computer options
for translate.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Behavior Management Plan 2 Student is currently in stage of diagnosis. Needs extra support
around time management, time reminders, reinforcement
initiative’s, alternative workspace and prompts to return

F18
 students attention back to task.

Lesson __1____ of a ____1__ Day Learning Segment

Subject and Lesson Topic: Math Place Value Concepts

Grade Level: One Lesson Duration: 2 X 30 mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

Students will be able to compose groups of 10 to count within 100. Students will be able to describe the value of digits in the tens and one’s places using
manipulatives and partner support. Also attached to this lesson plan is a centralized math learning station with the emphasis on place value reasoning.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students are

As part of the curriculum in previous grades, students have been introduced and have had exposure to basic level of numbers from 1-100.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this information in aid to inform my discussions around identifying more advanced number sequencing. The students will identify different
numbers, evaluate their place value and represent there thinking on a worksheet.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
 My students are able to describe and identify numbers in there. classroom environment. The lesson is designed to foster their knowledge of place
value.
 Having visual aid support and audio support (teacher equipped with microphone) will support my diverse learners in the classroom .

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge to inform instruction by designing the lesson to start with reading the scenario to set the stage of learning and using our memory
recall to analyze events. The base ten activity sheet will help with my instruction aid in reviewing my students thinking and knowledge to help build upon

F18
further lessons.

Curriculum Standards

Number & Operations in Base Ten 1.NBT Understand place value. 2. Understand that the two digits of a two-digit number represent amounts of tens and
ones. (NYS Common Core)

Number & Operations in Base Ten 1.NBT Use place value understanding and properties of operations to add and subtract. (NYS Common Core)

Operational Sense By the end of Grade 1, students will: – solve a variety of problems involving the addition and subtraction of whole numbers to 20, using
concrete materials and drawings (e.g., pictures, number lines) (Sample problem: Miguel has 12 cookies. Seven cookies are chocolate. Use counters to
determine how many cookies are not chocolate.); – solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of
mental strategies (e.g., one more than, one less than, counting on, counting back, doubles);
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs
the lesson and are aligned to the standards identified progress on each of the objectives? to demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to successfully count the Circulate and assist, observing that students are I will provide a daily agenda of what the lesson
place value of numbers and connect them to a counting accurately. will look and use a time-timer for visual
worksheet. Prompt students to tell me the number of tens, awareness of how much time is left. (So anxious
number of ones, and total number of cubes each or curious children know what to come next
player has. and help ease frustrations)
Students will apply new information to problem Ask students to explain how they know when it is Anchor chart presented
solve information in a new way. time to make a 10. I will provide extended comprehension through
oral discussion to support IEP/ESL learners.
Students will then extend their lesson into a Circulate and assist when needed, encourage
station activity with place value emphasis. independent thinking and problem solving

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Analyze Students will analyze and estimate the different numbers and place
Looking at your standards and objectives, values and explain their reasoning.
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Group The teacher will display these words on chart paper that will remain on

F18
Key words and phrases students need to be Tens the board for the remainder of the lesson for easy reference by
able to understand and use Ones students.
Digit
Place Value

Syntax The students will demonstrate I will be asking open ended questions to spark memory recall and extend
Describe ways in which students will syntax by identifying and comprehension.
organize language (symbols, words, analyzing different mathematical
phrases) to convey meaning. representations of place value
numbers.

Discourse Will provide open-ended examples for students to bridge connections.

How members of a discipline talk, write,
and participate in knowledge construction I will provide visual support to ESL and ENL students with anchor chart
and communicate their understanding of
paper and adapt strategies when needed.
the concepts

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator Review counting by tens to 100 with students,
using a hundred chart as needed. Display the
directions with visuals if possible:
Tell the students the story problem, "Sara is in Room 12, and Samantha is in Room 21. Sara's little sister 1) Roll the dice.
thinks that they are in the same classroom, because both room numbers have a two and and a one in 2) Add the single cubes.
them. Do you agree with Sara's sister? Why or why not?" Instruct students to sit knee to knee with a 3) Make a group of 10 and move the cubes
partner and explain their thinking using the sentence frame, "I agree/disagree with Sara's sister because
____." Choose a few students to share. Possible responses include that 21 is more than 12, 21 is farther
than 12 on the number line, 12 has one ten and two ones, and 21 has two tens and one one

Instructional Procedures Groupings (pairs, small groups, a teacher led

group for students who need more in-depth
Explicit Instruction/Teacher modeling (10 minutes) instruction)
 Tell students that today they will learn about place value, which is the value of a digit depending
on its place in a number. Because the digits one and two are in different positions in the numbers Teacher created, adjusted text and questions
12 and 21, these numbers are different
 Have students count with you as you sketch the values of 12 and 21. Draw ten circles under the Brief video or visuals
one in the tens place of 12, and two circles under the two in the ones place. Repeat with the

F18
 number 21. Have students repeat after you: "Ten and two, 12. Twenty and one, 21." Text based instruction
 Define digit as a single number. Have students share with a partner an example of a place where
they have seen one-digit numbers, such as the back of a football jersey or on a number magnet. If instructions are not understood, they can be
Create a chart divided into three columns, and list examples of one-digit numbers in the far-left re-read by the teacher or another student.
column. If EA is available, they can scribe for students.
 List examples of two-digit numbers in the middle column, and three-digit numbers in the far-right
column. Ask students to define "place." Place, or position, is where something is. Return to the
example of 12 and 21. Show students that the one is on the left in 12, the one is on the right in 21. ESL: Student can use translator app if needed.
Ask students if they would rather have 12 dollars or 21 dollars. Although the digits are the same, Teacher can scribe for student when required.
the value of the numbers is different because of where the digits are in the number Student will be paired with a higher-order
 Discuss the meaning of "value." Review that value means how much something is worth. In the student
number 14, the one is worth 10.
 Tell students that today they will play a game where they will race with a partner to collect 100
cubes. Display a cube for reference. Once students have 10 single cubes, they will group the cubes
as a 10. To group means to put things that are the same together.  Flexible seating
 Explain that when we tell students to "get in their groups," we mean work with others who are in  Time-Timer as visual aid support
the same bunch. To play the game, students will put cubes in groups of 10.  I will circulate and interact with
children to make sure they
Guided Practice (10 minutes) understand what is expected of
 Display the Place Value Mat: Two-Digit Numbers worksheet on a document camera or tape it to them.
the board.
 Distribute the worksheet and approximately 30 cubes to each student.
 Tell the students you will play a few rounds together before excusing them to play with their
partners.
 Create a chart titled "Race to 100" and list the rules:
1. Roll the die.
2. Add that many cubes to the "ones" side.
3. Group 10 ones as a 10 and move the tower to the "tens" side

 The partner who rolls should say, "I have ____ tens and ____ ones. I have ____ cubes."
 Roll the die and add cubes to the “ones” side of the game board. Model, "I have zero tens and six
ones. I have six cubes." Students mirror on their game boards, and repeat the sentence chorally  I will provide time for students to
move into small groups
 Once you have more than 10 total cubes, group a 10. For example, if you have nine cubes, and
 I will have (one thing you learned
then roll a three, first add three cubes to the “ones” side. Tell students, "I have more than 10
today) example posted for advanced
cubes in the ones place. I need to group 10 ones as a 10." Model creating a tower of 10 cubes,
instruction
and moving it to the "tens" side
 Students who have had previous
 Ask students what they think you should do with the remaining cubes. Since you do not have
instruction at centers and
enough to compose a second 10, leave two cubes on the “ones” side understand the rules for small group
 Model, "I have one 10 and two ones. I have 12." Students mirror on their game boards and

F18
 repeat. work- can raise hands to tell use
 Continue to play as a class, rolling the dice, counting the cubes, regrouping as needed, and saying expectations for students who don’t
the number as tens and ones and as the numeral. Play until you have three groups of 10, or until know
students understand how to play the game. A student will be assigned the role of
“leader” in each group to provide peer
Group work time (10 minutes) support as needed
 Explain that students will now play Race to 100 with their partner. Refer to the instructions and
tell students to explain in their own words the directions to play the game with their partner.
 Pass out a die and more cubes to each partnership. Tell students that they will need to keep
adding tens to the left of the Place Value Mat as they play
 Remind students to work together to make sure that each partner is counting and composing tens
correctly. Listen to hear that students say the total number as both tens and ones and the
numeral.
 Students should take turns rolling the die and adding the correct number of cubes.
 When a student has 10 tens, or 100, they win! Students can clear the game board and play again.

Advanced Students
 Challenge students to write equations on individual whiteboards as they play to show the total
number. For example, 20 + 4 = 24.

Closure

 Call students back to the rug and tell them that today they practiced creating a group of 10
 Invite students to reflect on their learning with a partner using the sentence frames, "There are
____ ones in a ten." and "There are ____ tens in one hundred."
 Chant aloud by tens to 100 as a class.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Connecting cubes (approximately 100 per student)

Class set of the Place Value Mat: Two-Digit Numbers worksheet

F18
F18