Design for Learning

Instructor: Emily Freeman

Lesson Title:
Curriculum Area: Math

Grade Level/Cooperating Teacher: 1st Knight

Date: April 12, 2016
Estimated Time:

Standards Connection:
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases: [1-NBT2]
a. 10 can be thought of as a bundle of ten ones, called a "ten." [1-NBT2a]
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones. [1-NBT2b]
c. 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). [1-NBT2c]
Learning Objective(s):
When given a series of numbers, students will be able to illustrate the number using tens and
ones with no errors.
Learning Objective(s) stated in kid-friendly language:
I will be able to draw a number with tens and ones.
Evaluation of Learning Objective(s):
Students will be given a worksheet that has 4 numbers on it. For each number, students must
color the number on a hundreds frame, write the number as a word, write how many tens and
ones are in the number, and add and subtract using that number. Students that get all portions for
each of the 4 numbers correct will be considered proficient and placed in the green group. Any
student that misses 1 sections from each number will be placed in the yellow group and watched
for further remediation. Students that miss 2 or more on any number will be placed in the red
group and will receive further remediation.
Engagement:
The teacher will lead the class in playing a I have Who has game. Good morning friends!
Today we are going to play a super fun game! Are you ready? I am going to pass out a card to
you and a baggie with yellow base 10 blocks in it. When you get your card, I want you to read it
to yourself. The top of your card will say I have and a number. The bottom says Who
has and a number that is broken in to tens and ones. Before we start, I want you to use the
pieces in your bag to make your number. The teacher will provide time for students to create
their number. Does everyone have their number made? Everyone turn to your neighbor and
make sure they made their number the right way! I want you to push the pieces you are not using
to the corner of your desk. If I see you playing with them I will take them away- understand? I
will start the game. My card says who has 2 tens and 3 ones? So the person whose card says
I have 23 at the top will go next. This will be fun! The class will play the game. Great job!
Today we are going to continue working on place value! (Transition to teaching)

Learning Design:
I.

Teaching:
The teacher will walk the class through creating Perry the Place Value Robot on the
board. Class, come join me at the carpet when I call your table. The teacher will call
tables to the carpet. Boys and girls, eyes up here on the board! Today we will be
working on writing numbers in different ways! Everyone say this with me- I can write
a number in different ways. In our game, what were the different ways we heard
numbers? Write- their full form and expanded form. Today we are going to work
more on writing numbers all the ways we know how. I want you all to look up here
and meet my friend Perry! Perry is a place value robot and he is going to help us as
we work today! Lets start with the number 33. In Base 10, we would draw 3 sticks
and 3 dots, right? Expanded form would be 30+ 3 and word form would be thirty
three. Does anyone have any questions? Lets try a couple together! What about the
number 20! How would I write it in Base 10? Right- two sticks. Is there another way?
Right! 20 ones! What about expanded form? 20+0? How did you know? And word
form? Twenty. Very good! One more- the number is 67. The teacher will take answers
from the class, asking about their thinking along the way. Very good! Heres a tricky
question- is 10 ones the same thing as 1 ten? Raise your hand! Very good! How did
you know! Right- because 1 ten is a bundle of 10 ones! Very good! Here is another
tricky question, if I have 18 ones, how many groups of 10 can I make? Great!
(Transition to practice)

II.

Opportunity for Practice

The teacher will walk students through the beginning of their activity. Boys and girls,
return quietly to your seats! I am going to pass out some materials to you and your
partner. Please do not touch them until I tell you its okay! The teacher will pass out
the materials. I gave each pair some cubes, dice, and a mat. Together, you will roll the
dice to form a 2 digit number. No, it does not matter which number is first. For
example, when I rolled the dice I got a 1 and a 6 so my number is 16. Using your
cubes, you will create this number. Notice how your mat is divided in half. One side
says tens and one side says ones. You will use the cubes to create the number in the
appropriate place.. So, for 16 I would make a stick of 10 cubes and place it in the
tens side and I would put 6 ones on the ones side. Any questions? Great! I will be
walking around if you need help. After you and your partner create a number, raise
your hand and I will come check it. We will work for a couple of minutes before
regrouping. Students will work. Lets come back. Great job today! Lets clean up!
(Transition to assessment)

III.

Assessment
I am going to pass out the worksheet to you. When you get it, write your name at the
top. Now look at that first box. It asks us to write the number in base 10, expanded
form, and draw it. I know you all can do this! You can color with your pencil or
crayons- its up to you! If you want to go get a bag of the base 10 blocks, you can!
Please use anything that might help you solve this! Any questions?

IV.

Closure
The teacher will play the video Place value house. Boys and girls, come join me on
the carpet. Before we end today, we are going to watch a video about place value to
summarize everything we have been learning today! Its kind of silly so pay attention.
The teacher will play the video. Can someone share something they learned today?
Great! Anyone else! Great! You all did so well today!

Materials and Resources:

https://www.youtube.com/watch?v=1F3AycEDksY
Assessment sheet
Unifix cubes
Dice
Place value mat
I have who has game
Yellow base 10 blocks in baggies
Differentiation Strategies (including plans for individual learners):
For gifted learners, the teacher will pull them in a small group and begin exploratory work on
hundreds place. For learners that test in to the red group, the material will be retaught using
unifix cubes. The cubes will demonstrate to students that they are able to regroup a set of 10 ones
into a set of 10. This will allow a hands on connection to the concept. For students that are ESL,
the teacher will reinforce the concept during the practice time by having them work at the kidney
table. This will allow the teacher to step in when an error occurs and make sure they are able to
participate in the activity.
Data Analysis:
The students need a lot of support to complete the assessment. Only a handful of students were
able to complete the assessment.
Reflection:
I need to focus on assessing students on what I actually teach them as opposed to something that
will challenge them. What was difficult about this lesson was I had no clue where the students
were at before teaching. I knew they had some prior knowledge but I had no clue how much they
understood. It is always difficult to teach lessons when only seeing a snippet of the class because
I have no idea how much prior knowledge they possess. This lesson was fun to teach though!

Samford University
Design for Learning