Caitlyn Donoho

EDU 306
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Mathematics
2007 ACEI Standards
Big Idea: Hand in Hand
READINESS
I.
Goals/Objectives/Standard(s)
A.
Goal(s) Students will be able to make connections to each other and the world around
them.
B.

Objective(s): After practicing addition problems with a partner, students will be able to
recall sums for addition facts using the make a ten strategy.

C.

Standard(s):
2.CA.1 Add and subtract fluently within 100.
PS.1 Make sense of problems and persevere in solving them.
PS.7 Look for and make use of structure.
PS.8 Look for and express regularity in repeated reasoning.

II.

Materials:
Base 10 frame with red and yellow squares (26 sets)
Worksheet
Red and yellow crayons
White boards with dry erase markers
Space: At their desks, working in pairs
Behavior: I will praise on-task behavior and take away a number on their visas for off-task
behavior.

III.

Anticipatory Set: (4 min)

I will the students high tens (instead of high fives) as they come in from recess.
Remember how we learned about groups of ten using base ten blocks? Today we are going
to explore a new way that we count groups of ten. So put your thinking caps on, today we
are all pretending to be mathematicians!

IV.

Purpose: (1 min)
Being able to add up numbers quickly in our heads without having to pull out a calculator
helps us save time when were making decisions about things like what to buy or how much of
something you need to get. So today we are going to learn about how to make groups of ten
quickly in our heads.

PLAN FOR INSTRUCTION

V.

VI.

(ACEI 1.0)
Adaptation to Diverse Students
ADHD: I will use pre-correction and redirection as needed to help him stay focused. He will
also have his usual wiggle chair and Velcro under his desk.
Language IEPs and Tier 3 Reading: I will walk around reading the problems aloud to
students who need support.
(ACEI 3.2)
Lesson Presentation (30 min)
We will review what it means to break apart numbers through a large group discussion.
Please raise your hand if you think you know what it means to break apart a number? Can
you give me an example?

Caitlyn Donoho
EDU 306
I will model the thought process behind the make a ten strategy using a base-ten frame.
Good, so now I want to show you a way that can help us break apart groups of 10. Lets
say that I only have $10. If I want to buy a book for $6, how much money will I have left?
(pointing to base 10 frame on the board) If this has 10 squares, lets pretend that each
square is like $1. So if I paid $6 for my book, Im going to go ahead and color in 6 squares
with red. Then, I will color the rest in with yellow and count how many are red and how
many are yellow. So there are 6 red and 4 yellow and I have 10 squares, or dollars, all
together (write 6+4=10). So, I know that if I use up 6 of my dollars, I will only have these 4
left.
In pairs, students will work to solve a problem to answer the question, how many different
combinations make 10? They will record answers on their white boards then we will record
the various combinations on the board.
So we already know that 6+4=10. How many more groups of 10 do you think we can
make? OK, lets find out if youre right. I want you to use your base ten frames and work
with your partner to try to find out the answer. Answer this question, if we split 10 people
into 2 groups, how many different groups do you think we can make? When you find one,
write it on your white boards. After you think you have found all the different ways we can
make 10, well write them on the board.
Students will then work in pairs to solve a series of example problems.
Great job! There are a lot of different ways that we can make groups of 10. Now we are
going to practice solving a few problems that deal with groups of ten. Work with your
partner to do numbers 1 through 4. If you finish early, try doing the challenge problem,
number 5!
(ACEI 2.3)
(ACEI 3.3)
VII. Check for understanding (10 min)
I will list off some addition problems and students will show me a thumbs up/down if the example
does/doesnt have a sum of 10. I will choose a couple to have the students show me on their
base ten frame why they think/dont think the sum is 10.
So lets review. I am going to say some addition problems. If the sum of the 2 numbers is 10,
give me thumbs up. If the sum is not 10, give me a thumbs down. 4+4, 2+9, 8+2, 6+4, 5+5,
3+6, 3+7, 1+9. So how do we know 1+9 is 10? Can you show me on your base ten frames?
VIII. Review learning outcomes / Closure (5 min)
I will allow a couple students to share the problems the created on their own.
Would anyone like to share the problem they came up with so we can all try to solve it?
PLAN FOR ASSESSMENT

Formative: I will listen to student responses during large group discussion, working in pairs,
and the checking for understanding activity.

Summative: I will collect the students worksheets to see if they understand the make a ten
strategy.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
16 students mastered the objective, 4 were at emerging competence, and 3 did not achieve
the objective. The 7 students in need of remediation struggled with paying attention,
staying on task, a lack of number sense (which is a prerequisite to understanding addition),
and reading deficits that made them intimidated by the word problems.
2.

What were my strengths and weaknesses?

Some things that I thought I did well were: redirecting consistently, circulating to answer
questions, give prompts, and reteach, and allowing students to discover groups of ten on
their own. Some things I think I couldve done better were: following through on
consequences more consistently, providing more explicit instruction during the modeling,
and involving the off-task students more.

Caitlyn Donoho
EDU 306
3.

How should I alter this lesson?

I shouldve explained how to use the base ten frames to solve the problems. Although I
modeled a couple on the board, I was just coloring squares in and not actually using the
manipulatives so I think if I were able to use a doc cam or some sort of projector, I couldve
modeled that better so they knew what to do. I couldve also involved students more by
showing good examples or having students come up to the front to explain and justify how
they got their answers. Also, after looking at my assessment sheets, I realized that I didnt
really leave a space to actually write the answer to the problem, I just had a space for the
equation so some students still might not have known what the numbers in their equation
represented.

4.

How would I pace it differently?

I think I paced my lesson well, but I couldve spent a little more time modeling/explaining.

5.

Were all students actively participating? If not, why not?

I had several students off-task, not paying attention, and having side conversations.
Although I redirected them several times and repeated instructions multiple times, they
would resume their off-task behavior the moment I walked away. This is really a behavior
management issue because I was giving them manipulatives and opportunities for
collaboration so the lesson shouldve been engaging, but theyre still seeing how much they
can get away with and arent very motivated to participate.

6.

What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy
I added the create your own problem on the back for my higher ability level students
as enrichment, because I anticipated that majority of my students wouldnt get to it
but it would be a deeper and more challenging task for the ones that did.
b.

Gardners Multiple Intelligences

This lesson incorporated aspects of learning that would be beneficial for students
with interpersonal, tactile/kinesthetic, logical, and visual strengths/learning styles.

6.

Was I able to help students build conceptual understanding, or was it too procedural?
I tried to build conceptual understanding but its hard to assess how well I was able to do
that. From walking around talking to students, Im not sure I achieved that goal because
there were a lot of students focusing on doing it right instead of thinking/talking through
the problem solving process.

7.

Were the students able to handle collaboration well? Would I do it differently in the future?
No, because theyre not used to it. They were asking to work independently, fighting over
the manipulatives, not talking through the problem-solving process, having off-topic
conversations, and just didnt know how to work together. In the future, I be more clear
about my expectations of working together and maybe even model that.
Revision Date: September 12, 2016
2007 ACEI Standard