THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A

MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Reflective Lesson Plan

Name: JeLisa Ashby
Date:2/28/2014
PART I: PLANNING

Title of Lesson

Fold and Count!

This is an original lesson.

Source
Subject Area (s)

Mathematics

Grade Level

1st
CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at
any number less than 120. In this range, read and write
Curriculum Standard(s) numerals and represent a number of objects with a written
numeral.
CCSS.Math.Content.1.NBT.C.4 Add within 100, including
adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a
written method and explain the reasoning used. Understand
that in adding two-digit numbers, one adds tens and tens,
ones and ones; and sometimes it is necessary to compose a
ten.
Students will experience creating their own foldable which will assist them in
counting and displaying answers to word problems with their foldables.

Description and
Background
Information

Students will be:

Read to
Assisted

Teacher: The Monkey Tree by Mary Margaret, scissors

Students: paper, pencil, glue stick, interactive notebook

Materials
Students will be able to count and represent different numbers using their selfconstructed foldable as a tool

Lesson Objectives
For students that are learning English I will emphasize the use of the flaps and
demonstration along with the base 10 numbers in their select language for more
clear understanding and representation.

Varying Objectives for

Individuals Needs

For students that are gifted/talented, more advanced individual problems will be
given at the time of assessment and they will have an opportunity for bonus.
problems at the end of the unit test.

For students who are having difficulty understanding the material, I will work with
them in small groups during differentiation instruction, before they are tested.
For students who have already mastered the concept, I will allow them to assist me
with working with students who are having difficulty, or I will provide more complex
activities for them during differentiated instruction, or allow them to go to the
computer for enrichment.
For students who are learning English, I will allow students who have mastered the
concept to work with them, or I will invite the ELL teacher to tape the directions and
examples and have these students to complete their assignments at the listening
station.

Part II: IMPLEMENTATION

I will find out what students already know by playing count aloud games with little
tokens for prizes.

Pre-assessment

Motivation(Hook)

As the bell ringer activity, I will conduct a 2-3 minute drill reading out math
statements that I want students to write their answers to, on white boards.
AS the hook of this lesson I will have a slideshow of things that students like, such
as game systems, ice cream, and sneakers. I will ask students to estimate how much
their favorite things cost, and explain that in order to purchase these items they
must know how to count.
After that activity We will read aloud The Monkey Tree by Mary Margaret. The story
covers up until 10 which will then jump start the lesson that deals with base ten.
What will I say to explain the importance of learning this lesson?

Statement of Purpose

This lesson is important because counting is the basis for all maths that students
need to matriculate through their schooling.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

I will have a completed version of the foldable and show how we will be using it
throughout the year as far as adding, subtracting, and taking and studying notes.
I will also complete another foldable with the class as they are for further instruction.

1)

2)
3)
4)

5)
6)

DIRECTION TO COUNTING FOLDABLE

Students will be instructed to retrieve the following materials
i)
2 Large Squares
ii) 2 Pre-cut small squares
iii) A fact sheet
Fold both large squares in half horizontally leaving a pinkys width flap at the
bottom
Unfold both large squares and glues in pre-cut small squares with the count
flaps on top
Glue in appropriate facts after labeling one large square ones and the other
tens
a) After the assembly of the foldable students will help conduct notes that are
to be written inside
Label each flap in the ones square 1-9 leaving the 10th flap blank representing
the completion of the ones and the start of the tens
Repeat step 5 according to the tens section but writing 100 on the last flap of
that section

What will we do together as they learn how to succeed at the new task?

Guided Practice

Individual, teacher-formulated question will be passed out. I will have formulated

each question according to the students capabilities or any LD that the child has.
Students will be given roughly one minute per problem and asked to demonstrate
their answers suing their foldables. If the answer is 47 the student will have to
successfully demonstrate 4 tens flaps with 7 ones flaps, understanding grouping
and base 10 values.

Checking for
Understanding

Independent Practice

What will I ask to know if students understand so far? List questions. What will I do
throughout the lesson to determine if students understand the information? List
activities/techniques or describe the strategies that you plan to use.
Questions:
1.
Can it be proven?
2. Does everyone feel the same about it?
3. Is there just one true answer?
Throughout the lesson, I will walk around and monitor students work
and I will assist students at their desks while they are working.
What will students do to internalize the knowledge?
Students will complete a handout. They will also complete practice work on the
computer.
What will students do to demonstrate what they learned during the lesson? If an
assessment is used, attach a copy. If using an authentic assessment, attach a copy
of the scoring rubric.
Students will be given a weekly assessment on each standard.

Assessment
How will I conclude the lesson and relate it to future experiences?

Closure

Extension Activities
Technology

Connections Across
the Curriculum

Each student will be called on to respond as to whether or not a statement is a fact

or opinion
What can students do at home or in the classroom to apply the knowledge or skills?
What will you do to connect the lesson with the home, community and community
agencies?
Students will be asked to find statements that are facts or opinions as they ride
home on the bus or in their car.
Technology is meaningful to this lesson by way of YouTube for showing students their
favorite items, and for my drill bell ringer we will be using a timer on the projector as well so
students can see counting in a digital format.
What activities do you plan to implement to connect your lesson across the curriculum to all
6 content areas?
Language Arts fluency with reading and comprehension
Science relate to formulating an hypothesis
Social Studies- relate to facts in history as far as currency, counting timelines
PE During recess students can count out however many exercise they would like to do (10
push-ups, jumping jacks, running in place etc)
Art Students can draw pictures that are factual.
Music Students can sing nursery rhymes or other songs that are sequenced based counting,
I will also have educational math songs playing from an ipod dock in the classroom.

PART III IMPLEMENTATION

What worked for you during the lesson? What did not work? What changes would you make
when you teach this lesson again to make it more effective?
(Complete after lesson)

Reflections