Big Ideas: Seton Hill University Lesson Plan Template Name Subject Grade Level Date/Duration
Big Ideas: Seton Hill University Lesson Plan Template Name Subject Grade Level Date/Duration
Big Ideas: Seton Hill University Lesson Plan Template Name Subject Grade Level Date/Duration
Essential
Questions
PA/Common
Core/Standards
DETAILS
CK
Maria Campbell/ PDE Lesson Plan @www.pdesas.org
Mathematics
1st Grade
45-60 minutes
Math problems can be represented with numbers and
symbols.
Math can be represented with numbers that are equal
or unequal.
Math problems can be solved or estimated using handson materials.
Patterns can be used to represent math concepts and
problems.
How is mathematics used to quantify, compare,
represent, and model numbers?
Simpler: How can we use math to measure/count,
compare, symbolize, and show numbers?
CC.2.1.1.B.1 Extend the counting sequence to read and
write numerals to represent objects.
CC.2.1.1.B.2 Use place value concepts to represent amounts
of tens and ones and to compare two digit numbers.
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
ISTE
Use of Technology:
Math Slide Ones & Tens app, can be used by children on
iPads if time permits
https://itunes.apple.com/us/app/math-slide-tensones/id586366338?mt=8
ELL 21st Century Learning: The manipulation of the cubes to
represent numbers will allow the ELL to visualize groupings
and the number of ones that make up tens. The matching
game will provide the ELL with an opportunity to engage in
independent practice or to practice skills with the help of his
buddy. This game will also provide the ELL with the
opportunity to practice speaking and communicating in
English with his buddy.
Accommodation
s, Modifications
ELL Students:
Will repeat the daily objectives for lesson that are
posted clearly and understandably on the board
Will listen to their recorded voice at another time to
learn from in the future; ELLs voice will be recorded
during the activity and the introduction
Will follow along with and speak the written version of
the verbal introduction activity that is on board aloud
SUPERVISING
TEACHERS
SIGNATURE
CK
Activating Prior Knowledge
Students will look at the vocabulary words written on the
board (digit, ones, place value, tens)
Students will understand these concepts using the cubes
and longs (teacher will model) (10 cubes) (Ex. 12= 1
long, and 2 cubes)
Students will refer to the images of the cube and long on
the board, labeled with names and what place value
they represent (cube= ones, long=tens)
Students will also write a number on the board (48) with
the ones and tens place labeled (ELLs will share how
they would to say this number in Spanish- incorporate
culture- SEI)
Students will make a connection between the cubes and
longs representing ones and tens. (Support with the
visuals!)
ELL will be asked to count own cubes individually to match the
example provided by the teacher
Hook/Lead-In/Anticipatory Set
*Have first example written on board for students to
follow pattern*
Start at 10 and count forward by 10s until I tell
you to stop. Stop students at 120. (10, 20, 30, 40, 50,
60, 70, 80, 90, 100, 110, 120)
Start at 10 and count forward by 10s until I tell
you to stop. Stop students at 110. (10, 20, 30, 40, 50,
60, 70, 80, 90, 100, 110)
Now we are going to count by 10s, but when I
clap my hands, I want you to start counting by 1s.
Let me give you an example. 10, 20, 30, 40, 50.
Clap hands. 51, 52, 53, 54, 55, 56.
Now its your turn. Start at 10 and count forward
Explicit
Instructions
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Closure
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection