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Direct Instruction Lesson Plan TemplateGeneral Information Lesson Title: Models for Tens and OnesSubject(s): MathGrade/Level/Setting: 1stgrade general classroomPrerequisite Skills/Prior Knowledge:Students have been working on grouping 10 ones into ten. Today, students will be able to use what they know about grouping 10 ones into ten to make two-digit numbers.In this lesson, students will learn that in a two-digit number, the tens digit tells how many groupsof tens and the ones digit tells how many groups of ones. Standards and Objectives State/National Academic Standard(s):CCSS.MATH.CONTENT.1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.Learning Objective(s): Students can group objects into tens and ones to show two-digit numbers.Students can use connecting cubes to show two-digit numbers.Materials Technology-Connecting cubes-White board (1 per student)-Dry erase Expo markers (1 per student)-Place value mats (dry erase)-Set of index cards with 4 different two-git numbers on them (one card for each student)-Set of index cards with 2 different three-digit numbers on them (one for each students who needs enrichment challenge)Example of place value matI will use technology to enhance my teaching and learning by using a projector to model making ten trains up on the board where all students can easily see. This way, students are actively followingalong with what I am doing as I am teaching the content and modeling how to use connecting cubes to form groups of tens.
OnesTensLanguage DemandsThe academic language that will be used in this lesson include: tens, ones, tens train, two-digit numbers and place value mats. These words will be modeled and used by the teacher and thentried on by the students as they begin to make numbers using the connection cubes. This language allows for the students to relate what they are doing (making tens and ones) to the proper academic vocabulary thus building their number sense. They will also be encouraged to use this vocabulary to verbally explain their thinking to their peers as well as myself to demonstrate their understanding. The discourse will be teacher to student, student to teacher, and student to student.Language Function(s):The language function of this lesson is justifying conclusions. The students will be asked to use the academic vocabulary to justify how they made a two-digit number using connecting cubes to their peers as well as the teacher. Vocabulary:-Tens-Ones-Tens trains-Two-digit number-Place value matsDiscourse and/or Syntax:Discourse- students will be expected to use the academic vocabulary to verbally explain their thinking and conclusions to their peers and teacher. Planned Language Supports:Planned language supports include the modeling of the language used by the teacher with examples andvisuals. As well as one on one support as the teacher walks around the room and listens to students thinking. This will be a time where the teacher can support and scaffold the use of academic language to all students.