SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

DETAILS
Brittany Davis
Mathematics
1st Grade
November 22nd, 2015
Groups of 10s can be written as decade numbers
Decade numbers can be added to create other decade
numbers.
Counting by tens is quicker than counting by 1s

Essential
Questions

What does decade mean?

What happens when you add 10 to a decade number?
Does anyone notice a pattern with decade numbers?
Why would you count by 10s rather than by 1s?
2.1.1.A:
Demonstrate the relationship between numbers and
quantities, including place value, one-to-one correspondence,
rote counting, counting by twos to 20, counting by tens and
fives and comparing values of whole numbers up to 100.

PA/Common
Core/Standards

Objective

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

By using their MathBoards, the students will be able to

draw groups of ten and write the corresponding decade
numbers underneath the circles, 10 out of 10 times.
By filling out a worksheet from their Student Activity
Books, the students will be able to add ten to decade
numbers to figure out the total, 15 out of 15 times.
FormativeThe students will be assessed through informal
formative assessment by teacher observation walking
around the room while they are filling out their
whiteboards.
They will fill out a worksheet for a formal assessment
that deals with adding ten to decade numbers.
SummativeThe students will be assessed through a test at the end
of unit 4.
This lesson involves 21st century learning by
incorporating technology. The teacher will use the Elmo
to fill out the worksheet and guide the students as they
are completing it.
Some children may have difficulty drawing a circle in
each box of the 10 x 10 grid in a timely way. Pair these
children with a helper who can perform this task.

CK

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Tell the students Today we will be counting by 10s and
adding ten to decade numbers. Does anyone know
what a decade number is? If not, tell the students a
decade is a period of 10 years. Therefore decade
numbers are tens. What routine do you do every single
day that deal with decade numbers? (ten blocks, and
counting by tens).
Hook/Lead-In/Anticipatory Set
Have the students listen to patterns. Count to 100 with
the hundreds chart and identify decade numbers. Have
a different student for each 10 come up to the Elmo and
cross out the numbers as the class counts. Once they
reach a decade number, have the child circle the
number. The rest of the students on the rug will raise up
10 fingers to show they made a 10.
Does anyone notice a pattern?- counting by 10s is
basically counting by 1s but you just add a zero at the
end. 30 represents how many 10s?
Big Idea Statement
Groups of 10s can be written as decade numbers.
Decade numbers can be added to create other decade
numbers. Counting by tens is quicker than counting by
1s
Essential Questions Statement
What does decade mean?
What happens when you add 10 to a decade number?
Does anyone notice a pattern with decade numbers?
Why would you count by 10s rather than by 1s?
Objective Statement
Use your MathBoards to draw groups of ten and write
the corresponding decade numbers underneath the
circles.
Fill out the worksheet page 119 from your Student
Activity Books to add ten to decade numbers to figure
out the total.
Transition

Lesson
Procedure

Have the students transition from the rug to their desks

by calling them by the colored shirt they are wearing.
Have them pick up a MathBoard and sock and marker on
the way back to their desks.
Key Vocabulary
Ten
Decade numbers
Adding
PreAssessment of Students
The students will be preassessed on whether they know
how to count by tens.
Modeling of the Concept
The teacher will model the concept by showing the
students what is expected from them with the
MathBoards.
The teacher will model how to do the first problem on
the worksheet.
Guiding the Practice
Once the students transition back to their seats. Have
them put their markers to bed until they are instructed
what to do.
Have them draw a circle in each box in the first column
of the 10 x 10 grid and count the circles.
1. How many circles are in this group? 10 circles
2. Write the number 10 under the first group of
circles. What does 10 mean?- 10 means 1 group of
ten with zero ones left over.
3. Draw a line under the 1 to show that there is 1
group of ten
Now have the class draw 10 circles in the next column
and then count and write the total number of circles.
Model this for the class.
1. How many tens are there now?- 2 tens
2. What number is 2 tens?- 20
3. Write the number 20 under the second group of
circles. What does 20 mean?- 20 means 2 groups of
ten with zero ones left over.
4. Draw a line under the 2 to show that there are 2
groups of ten.
Continue naming and recording the tens groups to 100,
asking the same questions. Name and write the new
total each time, underlining the first digit.
1. How many tens do we have now?
2. What number is 4 tens?
3. Write the number.
4. Lets count the tens so far.
When finished with the whole grid, point to each number
on the grid and have students respond :
1. Ill say the numbers, and you say how many tens:

10 (1 ten), 20 (2 tens)
2. Now lets switch, Ill say how many tens, and you
tell me the number: 1 ten (10), 2 tens (20), 3 tens
(30)
Write several decade numbers on the board. Have the
class say the number and how many tens it has.

2nd Activity
_________________________________________________________
__________________
Have the paper passer collect the MathBoards and put
them away. Walk around with the basket to collect
markers and socks. Instruct the students to take out
their math workbook and rip out pg 119. Encourage
children to do this quietly. When you have your sheet
out and names on the top, put your head down and
thumbs up so I know youre ready.
Look at number 1. There are a lot of circles right? Why
dont we want to count by 1s for this problem? (It would
take too long). Have them count and write the number
of circles by tens.
1. How many circles are in each group? -10 circles
2. Lets count and write together: 10,20,30.
Look at section that says Add 1 ten
1. If you can count by tens, you can add tens. How
many tens are there before the plus sign? (3 tens)
What number is 3 tens? 30
2. What happens if we add another ten? We get 4
tens, or 40.
3. Lets write an equation to show what we did.
( 30+10=40).
Complete the rest of the page
Providing the Independent Practice
The students will be able to work independently at their
desks on their worksheets to count by 10s and add 10 to
decade numbers.
Reading
Laminated hundreds chart with expo marker
Materials
Teacher MathBoard and student MathBoards or 10 x 10
Technology
grid
Equipment
Markers and socks for each student
Supplies
Student Activity Book pp. 119
Fuzzies for rewards
Evaluation of
Formal Evaluation
the
They will fill out a worksheet for a formal assessment
Learning/Master
that deals with adding ten to decade numbers.
y of the
Informal Evaluation
Concept
The students will be assessed through informal
formative assessment by teacher observation walking
around the room while they are working on their


Closure

Teacher
Self-reflection

MathBoards.
They will also be assessed informally through question
and answering.

Summary & Review of the Learning

Today we learned how to draw groups of ten and write
the decade numbers and how to add a ten to a decade
number. Im going to ask you a few questions to check
how smart you all are.
What does decade mean?
What happens when you add 10 to a decade number?
What number is 4 tens?
What does 20 mean?
Why would you count by 10s rather than by 1s to get
to 100?
Homework/Assignments
Mrs. Graham will assign the math homework. It will most
likely be pages 121 and 122 from their math workbooks.

Give a task for the students to do when they are finished

Say markers to bed if students are playing with their
markers.
Keep an eye on AJ to make sure he stays on task.
Mrs. Graham liked the idea of having them pick up their
math boards and markers on the way back to their
seats. Divide the pile into two piles to make it go
quicker.
Give out fuzzies for positive behavior.
Have students repeat the directions if someone isnt
paying attention.
Use attention grabbers on board to get attention
Make sure to give directions on what they should do
when they are finished with individual work.