Direct Instruction Lesson Plan Template
General Information
Lesson Title: Models for Tens and Ones
Subject(s): Math
Grade/Level/Setting: 1
st
grade general classroom
Prerequisite 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 groups
of 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 mat
I 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 following
along with what I am doing as I am teaching the
content and modeling how to use connecting
cubes to form groups of tens.
Ones
Tens
Language Demands
The 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 then
tried 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 mats
Discourse 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 and
visuals. 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.
