Rationale: Students will learn basic math skills and strategies that they not only need for

later
years of schooling, but also for the real world. We will teach students concepts on telling time,
identifying fraction amounts, handling money, figuring out patterns, and working with area and
measurement. There are a range of lesson plans which each emphasize a goal separate from
the content such as to build upon cooperative learning or promote inquiry and discovery. In
essence, our math unit is meant to address basic skills while using a variety of lesson formats.
Content Standards:
Direction Instruction
Common Core 1.MD.B.3 Tell and write time in hours and half
hours using analog and digital clocks
Presentation with Advance Organizer
Iowa Core 1.G.3 Partition circles and rectangles into two and four
equal shares, describe the shares using the words halves, fourths, and quarters,
and use the phrases half of, fourth of, and quarter of. Describe the whole as two
of, or four of the shares. Understand for these examples that decomposing into
more equal shares creates smaller shares.
Cooperative Learning
Common Core 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. 10 can be thought of as a bundle of ten ones
called a "ten."
2. The numbers from 11 to 19 are composed of a ten
and one, two, three, four, five, six, seven, eight, or nine ones.
3. 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)
Concept Attainment
Common Core 1.NBT.B.3 Compare two two-digit numbers based
on meanings of the tens and ones digits, recording the results of comparisons
with symbols >, =, and <.
Problem-Based/Inquiry Instruction
Common Core 1.MD.A.1 Order three objects by length; compare
the lengths of two objects indirectly by using a third object.
Common Core 1.MD.A.2 Express the length of an object as a
whole number of length units, by laying multiple copies of a shorter object (the
length unit) end to end; understand that the length measurement of an object is
the number of same-size length units that span it with no gaps or overlaps. Limit
to contexts where the object being measured is spanned by a whole number of
length units with no gaps or overlaps.
Unit Goals:
Direct Instruction
* First grade students will tell time by hour and half-hour increments. They will do so on digital
and analog clocks and will show mastery by getting 80% on the assessment.

Presentation
* First grade students will show fraction amounts of circles such as halves and fourths. They will
do so after the teacher has provided a metaphor for fractions by splitting up an apple into halves
and fourths. Students will show that they met the standard/objective by getting 100% accuracy
on the rubric.
Cooperative Learning
* First grade students will count by 10s and explain that a 10 is a bundle of ones. After talking
about how ones make up a ten, students will work cooperatively and then will show mastery by
achieving 100% accuracy on the end activity.
Concept Attainment
* First grade students will identify number patterns of equaling to 10, while also identifying
whether the number is greater than or equal to 10. They will do so on their own after the teacher
has demonstrated example patterns and master will be achieved if students get 2 out of 3 marks
on the checklist.
Problem-Based/Inquiry Instruction
* First grade students will use measuring tools around the room to figure out how to rearrange
the room in order to fit in a table for a new learning corner. This will be done after the teacher
gives directions on what to do. Students will have mastered the objective by accurately creating
a solution to the proposed problem.
Unit Description: This unit is a basic math unit meant to address fractions, telling time,
measurement, number patterns, and handling money. There is not an overall theme to this unit
besides teaching real-world math skills and strategies that all individuals need to know. Each
lesson plan will address a separate concept and many need be mastered in order to move onto
the next concept - for example, concepts relating to area like fractions or measurement.
Teaching concepts in authentic manners throughout our lessons will hopefully motivate students
to learn the concept because they see the real-world relevance - or at least, will realize that
relevance when they are older and look back on what we have done.

Direct
Instruction

Presentation w/ Adv
Organizer

Concept
Attnment

Cooperative
Learning

Inquiry
Teaching

Direct Instruction Lesson Plan (10 pts)

Lesson Background:
Your Name: Michelle N. and Megan J.
Subject: (circle one) Language Arts
Lesson Title: What Time Is It?
Content Standards: 1.MD.B.3

Grade Level: (circle one) K 1 2 3 4 5 6

Social Studies
Mathematics
Science

Tell and write time in hours and halfhours using analog and digital clocks
Materials Needed:
Digital Clock Example
Giant Moveable Analog Clock
White Boards
Markers
Kleenex
Pencils
Worksheets
Checklist
Prerequisite Skills:
Students need to be familiar with their numbers 1-30
Students need to be able to work in collaboration in groups.
Students will need to be able to follow simple instructions, written and verbal.
Students will need to be able to draw and write with a marker or pencil.
A B C D Lesson Objective:
Audience: First Students
Behavior: Students tell time by hour and half hour increments
Condition: On digital and analog clocks
Degree: 80% accuracy
--------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 2 minutes
Today, we are going to learn about telling time using analog and digital clocks. We will be telling
time by the hour and the half hour.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 10-15 minutes
We will have a moveable analog clock and a digital clock. We will demonstrate by showing the
differences on how each clock looks for a specific time. We will pick a time and have them
match on the different clocks. We will describe the uses of the long and short hand on the
analog clock and the hour vs. minutes on the digital clock. There will be multiple examples
demonstrated by the teacher that also include half hour increments. We will also make sure to
emphasize specific vocabulary such as oclock, half-hour, half-past, hour, etc.
3. Provide guided practice: (Guided practice with the teacher) Time: 20-25 minutes
We will give a specific time on a digital or analog clock, and the students will need to work in
their table groups to show the correct time and how it looks on the opposite clock that the
teacher is demonstrating. Students will be provided with a small moveable cardboard analog
clock and a white board to show the digital time. We will give the students about a minute on
each problem and then have them show their answers on either clock. We will give four
examples, two using the analog clock and two using the digital clock. We will then show the
right answer up front and guide the discussion on the correct answers and why their answers
are correct.

4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)
Time: (during guided
practice)
During the guided practice we will keep a checklist of students understand of telling time using
both and analog and digital clock. We will make sure that they are using the long and short
hands correctly and understanding how the analog clock corresponds with the digital clock.
When they answer verbally we will be checking for proper use of vocabulary. We can be
checking off items on our list during our guided practice and after the independent practice is
turned in. During the guided practice, we can continually provide positive and negative feedback
as the students provide their answers.
Participation
during group
work (Yes,
No)

Group WorkClear
Understanding
(Yes, No)

VocabularyProper
Usage (Yes,
No)

Independent
Practice
Clear
Understandin
g
( Yes, No)

Student
name
5: Provide extended practice and transfer: (Independent practice of the skill) Time:10
minutes
http://www.homeschoolmath.net/worksheets/table-clock.php?
op=2&col=3&row=4&type=1&font=Default&FontSize=12pt&pad=10&ptitle=&Submit=Submit
Students will be provided with a worksheet that includes an analog clock without the hands and
a blank digital clock. They will be given 10 problems that have the time written out in word form
at the top and they will need to draw in the hands of the clock in the appropriate places and fill
in the numbers for the digital clock. This will be a way for us to check for understanding. This
will be done in class, and if not finished the students will be able to take it home and complete it
as homework. The worksheet will be done independently.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) You MUST include rubric, checklist or assessment document. Time: (done
during guided practice and independent practice)
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
-Extra modeling
-Multiple examples
-ELL students: Provide Translations, extra attention to vocabulary specific to telling time,
different worksheet and types individual practice based on individual needs. If needed students
can work one on one with the teacher during work time and answer questions verbally or get
more assistance if needed.
-SPED: Work one on one with the teacher and differentiate on individual practice based on
individual needs.

b. Extension for students of high ability? (Remember, assigning gifted students to be the
tutor for others is not sufficient academic challenging for students who have mastered
the lesson).
- A more difficult worksheet with the same number of problems that incorporate multiple time
increments depending on the needs of the individual student.
TOTAL LESSON TIME: 40-45 Minutes
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
1. http://www.homeschoolmath.net/worksheets/table-clock.php?
op=2&col=3&row=4&type=1&font=Default&FontSize=12pt&pad=10&ptitle=&Submit=Su
bmit
2. Iowa Core Standards

Direct
Instruction

Presentation w/ Adv
Organizer

Concept
Attnment

Cooperative
Learning

Inquiry
Teaching

Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Michelle N. & Megan J.
4 5 6
Subject: (circle one) Language Arts

Grade Level: (circle one) K 1 2 3

Social Studies

Mathematics

Science

Lesson Title: Simple Fractions

Content Standards: Iowa Core 1.G.3 Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves, fourths, and quarters, and use the phrases
half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand
for these examples that decomposing into more equal shares creates smaller shares.
Materials Needed:
Velcro Pies
2 Apples
Knife
Pencils
Paper/Worksheet
Prerequisite Skills:
Needs to know numbers 1-10 and be able to write them
Needs to have a decent grasp of the concept of conservation of area
Lesson Objective:
1. Audience: First grade students
2. Behavior: They will show fraction amounts of circles such as halves and fourths.
3. Condition: Students will do so after the teacher has provided a metaphor for
fractions and demonstrates how to split up an apple into halves and fourths.
4. Degree: Students should get 100% accuracy on the rubric.
1. Present objectives: (What are students going to learn?) Time: 2 minutes
Today, we are going to learn about fractions, specifically wholes, halves, and fourths of
circles.
2. Present advance organizer: (A metaphor or logical connection?) Time: 5 minutes

So Phillip and Amy were hungry, and they were hungry for apples. Luckily for them,
there were still two apples left in the fruit basket. When Phillip went to pick up one of the apples,
he saw that it had mold on it. Phillip and Amy were sad because now there was only one apple
to share among both of them. They were confused about what to do because both of them were
hungry for apples but they did not know how they would be able to share one apple. Their father
came into the kitchen and tried to help them out with their dilemma. He said, What you need to
do is to cut into two equal parts, so that you each have HALF. The father really emphasized
cutting the apple into two equal pieces so that both Phillip and Amy have the same sized
pieces. Why is it so important to split the apple into two equal pieces? Why would it not be good
to cut the apple into unequal pieces? *Take suggestions from individual students
3. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 10-15 minutes
Demonstration will be done willing presenting the advance organizer. The teacher will
split the apple into halves and fourths, while using the vocabulary halves, fourths, half of,
quarter of, etc. Questions will be asked indicating size differences between wholes, halves, and
fourths.
1. Show the students two apples and ask them throughout the metaphor how these apples
can be split between two people. They will answer something along the lines of, Each person
will get one apple.
2. Now say, I only have one apple. How can I split this apple between two people? Have
them discuss in table groups and reconvene after a few minutes of discussion. Students should
answer something like, We have to split it in half/two parts.
3. Then we will cut the apple in half, showing the importance of cutting it right down the middle
to show that the apple is being split into equal parts. Show the two parts to the students and
explain that these are called halves.
4. Now put the apple back together and tell them that this is now a whole again. Write the
vocabulary on the board as you are explaining. Ask the students which is bigger, a half or a
whole. Students should say the whole is bigger.
5. Tell the students that now the apple needs to be split among 4 students. Have them discuss
again among their table groups of how they will split it. Reconvene after some time and students
should give a similar answer like in Step 2, that the apple needs to be split into 4 equal pieces.
6. After the apple has been split into quarters, show them to the students and say that these
are quarters. Then ask them how many quarters would be needed to make a half. What about a
whole? And then compare sizes.
4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)
Time: 10-15 minutes
Understanding will be evaluated throughout whole class discussion, group work, and
through the independent practice. A rubric is provided below in the Assessment/Closure section
of how we will check for understanding. Some parts of the rubric will be checked throughout the
lesson while the independent practice will be checked after each student has completed it. The
section below is a description of the group work that will follow the teacher
demonstration/modeling and will be one of the main ways the teacher will check for
understanding.

1. We will distribute the Velcro pies to each table group and have each group show different
fraction amounts after discussing with their table mates. The Velcro pies being distributed will be
cut into four equal pieces so students can easily show each fraction amount. The teacher will
give fraction amounts like one-whole, one-half, two-halves, three-fourths, etc., and will go
around the room checking for understanding among the groups. Also, the groups can hold up
their amounts and the teacher can also check for understanding that way. A final way that
understanding can be checked is through a student guiding the teacher to the right answer,
motioning which Velcro pieces go where and why those pieces equal the amount given by the
teacher.
5. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?)
Time: 5-10 minutes
A worksheet will be given to each student, with 4 problems. There will be four circles on the
worksheet and students will need to shade in the amounts described by the teacher. The
amounts will be 1/1, 3/4th, and 2/4th.

Criteria

Student met all of these

criteria:
Participat
ed in class
discussion and
actions display
understanding of
the concept
Participat
es in small group
discussion and
work
Complete
d worksheet with
100% accuracy

Student met at least two

of these criteria:
Participat
ed in class
discussion and
actions display
understanding of
the concept
Participat
es in small group
discussion and
work
Complete
d worksheet with
100% accuracy

Student met one or none

of these criteria:
Participat
ed in class
discussion and
actions display
understanding of
the concept
Participat
es in small group
discussion and
work
Complete
d worksheet with
100% accuracy

6. Adaptation for students who need extra help, time, or attention?

and
Extension for students of high ability?
Struggling Students: more time to work, partner-work, help from the teacher oneon-one, can take the assessment home to complete
Gifted Students: Give the students more difficult fraction amounts (like fifths,
sixths, etc.), have a second assessment ready to assess their knowledge of the more
difficult fractions, ask to show multiple examples of the same fraction amounts, ask
higher knowledge questions about how amounts change with different fraction amounts
ELL: Translated worksheets, many visuals, one-on-one help with teacher during
independent time, option to work with partner, can answer questions orally if that is
easier, can demonstrate knowledge through actions instead of writing/speaking as well,
work with ESL teacher to help better inform differentiation

 SPED: work with special education instructor to better inform differentiation, give
more time to complete work, can take assessment home if needed, one-on-one help
with teacher
TOTAL LESSON TIME:__about 45 minutes____
7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc):
* Website: www.mathwarehouse.com/topic/fractions-lesson-plan-1st-grade/
* Iowa Core State Standards
Beisser, 2000

Direct
Instruction

Presentation w/ Adv
Organizer

Concept
Attnment

Cooperative
Learning

Inquiry
Teaching

Cooperative Learning Lesson Plan (10 pts)

Lesson Background:
Your Name: Megan Jensen and Michelle Nguyen
one) K 1 2 3 4 5 6
Subject: (circle one) Language Arts
Social Studies
Science
Lesson Title: Tens of Money
Content Standards:

Grade Level: (circle

Mathematics

1.NBT.B.2
Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the
following as special cases:
4.
10 can be thought of as a bundle of ten ones called a "ten."
5.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,
or nine ones.
6.
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)

Materials Needed:
Dollar Bills
Ten Dollar Bills
Flashcards
Paper and Pencil
Grocery Items and Labels
Prerequisite Skills:
Students should know how to count from 1-10.
Lesson Objective(s):
a.
A (Audience): First grade students
B (Behavior): count by 10s and be able to explain that a 10 is a bundle of ten ones.
C (Condition): after going over how ones make up ten.
D (Degree): Students should be able to achieve 100% accuracy on the ending activity.

b.

Social Goals for your lesson

Students will know how to discuss (with either a partner or in a group) concepts that they
are not too familiar with, in this case - counting by 10s. They should listen to each other and be
able to share their partners or their groups idea. The key is to be able to respect others opinion
and work in a team.
Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair Share? etc)
1. Learning Together - Throughout the teaching of the lesson, we will ask specific
questions and have the students turn to a partner and discuss. This will act as a think
pair share.
2. Teams-Games-Tournaments - The ending game will be a competitive activity for
each group to see who can total the most number of items.

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?)
Time: 5 minutes
Today we are going to learn about._________ (academic) and practice
____________(social).
Today we are going to use money to show how many one dollar bills make up a 10 dollar
bill and how to count by 10s. We will also practice respecting and working with our
peers throughout the lesson.
2. Present information for the academic goal: (What are procedures for the academic goal?)
Time: 15 minutes
The teacher will directly instruct the class, first going over how to count from 1-9. When
explaining 10, she will use $1 bills and trade it out for a $10 bill to show students how ten ones
makes one ten dollar bill. The emphasis will be placed on how that relates to place value, that a
ten is a bundle of ones.
As the teacher is explaining this concept, she can ask students to discuss in their
groups how to show different dollar amounts - $23, $35, etc.
Also, show opposite kinds of problems - show ten dollar bills and one dollar bills
and ask students how much that amount is - for example, 2 ten dollar bills and a one
dollar bill, how much is that?
Ask questions for why we do this - why do we choose to trade in $1 bills for a
$10 bill? What is better about that? Why cant we just use $1 bills always?
Students will then be given an item. This item will be priced at a certain amount.
They will then get with partners and decide the best way to pay for their items. This
become a game. Once they have paid for this item they can come up to the cashier, pay
and then receive another item.By the end of the game, whoever has the most items will
win. The items will be priced based on groupings of 10.
Then students will bring up one item up to us and show us how they would pay
for the item. This will act as our assessment. This will help us see if they are grasping
the concept, while allowing students to interact with one another to meet the social goal.
This is also an opportunity to teach another social goal - proper competition, fair game.

Games are not just about winning but about enjoying the game and cooperating with
each other.
3. Organize students into learning teams:
Time: 10 minutes
a. Explain how theyll practice the social goal?
As a class, before even starting the lesson, we will start by discussing what a respectful
conversation looks like. You can ask a student to help model what to do - have them sit across
from you and show how you must take turns talking and listening. Students can raise their hand
and interject with opinions on what to do and what not to do in a respectful conversation - write
these suggestions on the board. After the board has been filled up with suggestions, make sure
these main ideas are there: that we must listen more than or as much as we speak, that we do
not insult other peoples opinions, and make sure that what we contribute to the discussion is
not going to hurt other peoples feelings.
b. How will you organize the groups?
We will try to mix up the groups so that we do not have too many close friends in a group
because they will obviously know each other well enough to have a respectful conversation. The
teacher does not need to make sure that there are no friends in each group but at least, mix
them up enough so there is some unfamiliarity so that this social skill can be effectively
practiced.
c.What group roles will you have?
There will not be any specific group roles during the discussion but when sharing
answers, students in each group can choose a speaker for the group. The teacher should make
a point in fairly choosing who should be the speaker - no arguing or pushing others to speak just
because they do not want to. The teacher will ask many questions for the groups to answer so it
would be a good idea for each member to take turns speaking.
4. Assist team work and study: Time: 5 Minutes
a. How will you monitor academic progress?
b. How will you monitor the social goals?
Throughout this lesson we will be looking for mastery through the whole- class
discussion and small group work. Also, the teacher will also pay close attention to how
students do on the ending activity and that they are able to achieve 100% mastery.
For the social goals, that will be monitored through the small-group discussions.
The teacher will walk around listening to see if students are having cooperative
discussions. Using the standards created by the students of what a respectful
conversation should be, the teacher will grade each groups conversation.
5. Provide recognition:
Time: 5 Minutes
(How will students know they have met both academic and social goals?)
1. We will restate the objective and let them know during the final activity if they
have met the objective or if they need more practice. We also give feedback throughout
the discussion.
6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)
Time: * throughout the lesson
Include documents for assessing both the academic and social goals.
1. Student created rubric for social goals

2. The assessment would be the ending activity, the teacher will not have a rubric
but she will determine proficiency based on the final activity and the discussion.
Students should have 100% accuracy.
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
The teacher will go around and give extra assistance to the groups that need it
throughout the lesson. The teacher can also give certain students different price ranges
for the items based on individual circumstances.
The teacher can also show this concept with items besides money - like tallies,
blocks, or just numbers if thats easiest for the students to understand.
b. Extension for students of high ability? (Remember, gifted students need challenge).
1. These students will receive items that are more expensive, which allow them to
expand past the 50s. This will create a little bit of a challenge.
2. Students can also be given problems where they subtract by tens and ones, so
the teacher can take away items and ask them to figure out the total.
TOTAL LESSON TIME:__40____
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
*No other references were consulted besides our own knowledge.

Direct
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Organizer

Concept
Attnment

Cooperative
Learning

Inquiry
Teaching

Concept Attainment Lesson Plan (10 pts)

Lesson Background:
Your Name:Michelle Nguyen & Megan Jensen Grade Level: (circle one) K 1 2 3 4 5 6
Subject: (circle one) Language Arts
Social Studies
Mathematics
Science
Lesson Title: Number Patterns
Content Standards:
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with symbols >, =, and <.
Materials Needed:
Whiteboard/markers
Paper/pencil
Worksheets
Prerequisite Skills:
Students should be able to add and subtract numbers up to 20.
Lesson Objective:
A (audience): 1st grade students
B (behavior): identify the number pattern of equaling to 10, while also identifying whether the
number is greater than or equal to 10.

C (condition): after the teacher demonstrates the example patterns.

D (degree): Students should achieve standards on the checklist.
Concept Label: Number Patterns
Critical Attributes:
[yes] add to or subtract to equal 10
Non-critical Attributes [no]
either greater or less than 10
Definition of Concept: Students will be able to understand and apply greater to, less than, or
equal to symbols.
---------------------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes)
Time: 20
We will begin with this chart and explain to the students that they are looking for a specific
pattern. The YES column has multiple answers that are correct for the pattern and the NO
column has answers that do not fit the pattern. It will be the students job to recognize and
discover the pattern. The students will eventually see that the yes column adds or subtracts to
equal 10.
Then we will ask students about the NO column and have them recognize what numbers are
more than 10 and what numbers are less than 10. We will then write and show them the correct
symbols and number sentence on the board.
Students will be given sample charts in partners and they will put greater than, less than, or
equal to next to the appropriate equations together. We will walk around and assist when
needed. The sample charts will be like so:
Equation

>,=,< 10

7+3

(Answer:=)

9+2

(Answer:>)

The right column will be blank for students to fill in with their partner. We will walk around to
make sure that students are working collaboratively and discussing the answers with each
other.
Lastly, we will have students fill out their own YES and NO chart showing number sentences
that are equal to 10 in the YES column and greater than or less than 10 in the NO column. This
will serve as their assessment.
YES

NO

8+2

3+5

5+5

2+2

11-1

6-4

2. Test for attainment: (Do the students understand the concept?) Time: throughout lesson
This will happen throughout partner work and during the final assessment as well. The sample
charts and the student-created chart will let us know if they understand the concept or not.
3. Analyze student thinking processes and integration of learning: Time: throughout
lesson
(Are they able to provide additional examples and non-examples?)
We can ask students to provide examples in whole-class examples, and the students also have
other opportunities to provide examples in partner work and also independent work.
4. Clarify lesson objectives: (What are students going to DO with these?)
Time: 5
minutes
Students will identify the number pattern within the YES column, and after doing so they will
also identify whether it is greater than or less than 10. The teacher will know that they mastered
it through feedback given in whole-group instruction and partner time, and also through grading
their independent work.
5. Procedures for Using the Concept in a meaningful way?
Students will be able to relate to the previous lesson (our cooperative learning lesson) where
we discussed how piles of ones add up to ten. This lesson provides an opportunity to further
practice that but also build up from it a bit to have them notice relations between numbers, in
this case numbers that add up to and subtract to 10.
6. Assessment / Closure (How do you evaluate student progress or provide closure for this
lesson?) Include rubric, checklist, assessment documents.
Time: throughout
lesson
Checklist (students should meet at least 2 out of 3 standards. Ex: Whole-group & Partner-work,
Independent-work & Whole-group, etc.)
Whole-group

Partner-work

Independent-work

Did they participate in the

discussion and were their
answers right?

Did they work effectively, have

the right answers, and use the
right signs?

Did they have the right

answers using the
correct signs?

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?
There are various reasons why students may struggle with this lesson. If they are struggling with
the addition and subtraction part of it, then extra attention may be given to the student to
scaffold their method of adding and subtracting. Tell them to use their fingers or other
manipulatives. If the numbers in the equations are too large, use smaller numbers - the goal is

to notice the pattern of adding to 10, not really to practice adding and subtracting large
numbers.
If the students are getting confused by the signs, particularly the greater than and less than
signs, give the option to write the words greater than or less than or even write more or
less, as long as they also put the correct sign next to it. Provide the analogy of an alligator
mouth - the alligator mouth wants to eat the number that is larger.
b. Extension for students of high ability? (Remember, assigning gifted students to be the
tutor for others is not sufficient academic challenging for students who have mastered
the lesson).
For students who are having an easy time with the lesson, offer more difficult problems where
they add or subtract larger numbers. For example, 22-12 or something along those lines.
Increment the difficult only little by little so as to not give a too difficult problem.
Also, you can offer other number patterns for them to look for rather than just numbers that add
or subtract to 10, like numbers that add to even or odd numbers. A more difficult pattern for
them to figure out would make the lesson more interesting.
TOTAL LESSON TIME:___25___
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
We can up with this lesson through our own initiatives.
Direct
Instruction

Presentation w/ Adv
Organizer

Concept
Attnment

Cooperative
Learning

Inquiry
Teaching

Problem-Based / Inquiry Instruction Lesson Plan (10 pts)

Lesson Background:
Your Name:
6
Subject: (circle one) Language Arts
Science
Lesson Title:
Content Standards:

Grade Level: (circle one) K 1 2 3 4 5

Social Studies

Mathematics

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using
a third object.
CCSS.MATH.CONTENT.1.MD.A.2

Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with
no gaps or overlaps. Limit to contexts where the object being measured is spanned
by a whole number of length units with no gaps or overlaps .

Materials Needed:
Graphing paper
pencil
Prerequisite Skills:
Logistics: (Are special arrangements necessary?)
Lesson Goal (not ABCD objectives):

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE a
problem!)
We want to put in a new table for a learning corner. How are we going to rearrange the room to
fit this new table?

References
Direct Instruction
1. http://www.homeschoolmath.net/worksheets/table-clock.php?
op=2&col=3&row=4&type=1&font=Default&FontSize=12pt&pad=10&ptitle=&Submit=Su
bmit
2. Iowa Core
Presentation with Advance Organizer
1. www.mathwarehouse.com/topic/fractions-lesson-plan-1st-grade/
2. Iowa Core
Cooperative Learning
1. Common Core
Concept Attainment
1. Common Core
Problem-Based/Inquiry
1. Common Core
Use & Relevant Sites to Use for Educators & Students
Pinterest.com
Teacherspayteachers.com
Homeschoolmath.net