Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Mariah Irizarry Grade: 1st grade

Date of lesson: 11/3/2020 Subject: Mathematics

Goal or purpose of lesson

A statement or overarching idea that is broad and applicable to similar topics.
 The students will be able to identify a number based on how many tens and ones there are.
Essential question (200 level)
An open-ended question based on the goal aimed to be thought provoking and generate student inquiry. Essential questions should be broad
enough to be considered over time and in multiple contexts.
 How will understanding tens and ones help students identify two-digit numbers?

Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)

What are the standard(s) addressed in this lesson? Include number and
What the students will be able to do - Specific knowledge and
text of each standard being addressed in the order they occur in theperformances, developmental outcomes, expected student actions.
instructional delivery. Refer to http://www.pdesas.org INCLUDE (and use color coding): CONTENT (what are the students
learning – look to the standard), ACTION (how will the students
demonstrate their learning), MEASURE (how well they need to do it)
NOTE: Degree of mastery does NOT need to be in a percentage.
Standard(s): Objective(s):
 Standard - CC.2.1.1.B.2: Use place value concepts to represent  The students will be able to identify a number based on tens and
amounts of tens and ones and to compare two digit numbers. ones blocks to complete a partner work activity.

Assessment Plan: (NAEYC 3b)

How will the teacher candidate know students have achieved the objectives? Describe the entire assessment plan including prior to beginning the
lesson, during the lesson, then following up after the lesson. For the prompt “Rationale”- provide a brief description of why the particular
assessment was chosen. For the prompt “How will this inform instruction,” provide a brief description of what information this assessment will
provide the teacher.
Pre-Assessment Checking for Understanding Post-Assessment
How will the teacher candidate gather results (Formative assessment) (Can be a formative or summative
of students’ prior understanding, skills, and How will the teacher candidate assess assessment)
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beliefs either formally or informally?
The teacher will begin by asking the students
questions about their lesson the day before.
The teacher will ask the students how they
completed their worksheets. The teacher will
ask the students if they remember what they
will be learning today.
Rationale: The teacher will be able to learn
what the students remember.
How will this inform instruction? This will
help the teacher decide whether she needs to
readdress how to identify the place value of a
number by looking at the number itself.
Resources/Materials: (NAEYC 1c)
What materials will the teacher candidate use? List all books, materials, technology/media and materials used in lesson and/or as a resource.
USE APA formatting. Provide a brief description of how the resources/materials meet the four critical features (health/safety, respect for diversity,
supportive, and challenging)
 Small sandwich bags
 Tens blocks manipulatives to support the content being introduced/ to make the lesson more diverse
 Ones blocks manipulatives
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)
children's emerging knowledge and skills
during instruction-- Are they building
knowledge?
The teacher will walk around during partner
work and ask the students questions. The
teacher will join each group and observe the
students working on the math manipulatives.
Rationale: The teacher will gain an
understanding as to who may need to be
redirected with the work. The teacher will
learn who might need more assistance.
How will this inform instruction? The teacher
will learn through the questioning and
observation whether the students are following
along or not. This will help the teacher decide
if she should back track in the unit or continue
with the closure.
PART 2: Lesson Implementation
How will the teacher candidate assess
children’s knowledge and skills after
instruction? How will the teacher candidate
know they learned and performed what was
targeted?
The teacher will have the students complete a
worksheet independently. The teacher will
allow the students to continue to use the
manipulatives to complete the assessment.
Rationale: The students will be able to use the
hands-on manipulatives to answer their
worksheet problems. The students will be able
to connect their worksheet problems with a
manipulative to better understand ones and
tens.
How will this inform instruction? The teacher
will be able to collect the assessment at the end
of class. The teacher will gain an
understanding as to who has a good idea of the
content.
 Wilkes University Lesson plan TEMPLATE
(Revised 2020)

 Worksheets to challenge their knowledge

 Smartboard
 Dry erase markers
 Classroom rules to create a safe classroom environment

Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
The teacher candidate will provide a brief explanation of the student behaviors expected, how the teacher will communicate these expectations
and what consequences are involved throughout the lesson. Provide a brief explanation of all strategies, tools, resources and/or methods the
teacher candidate will use to manage the students throughout the lesson. Consider the groupings that have been chosen (small group, large
group, individual), transitions, and/or how to maintain focus and engagement with the content and materials throughout.
Physical arrangement: How will the teacher candidate arrange themselves and the students (location in the classroom, seating, groupings)?
Explain how the groupings will be determined (i.e. small groups – heterogeneously mixed)
 The students will be in whole group during instruction.
 The students will be working with a partner during the group work.
 The students will be working independently during the last worksheet.
 The students will be seated in seats while working with manipulatives.
 The teacher will be in the front of the classroom during whole instruction.
 The teacher will be walking around during partner work and independent work.

Expectations: What expectations will the teacher candidate have for the students? How and when will they be communicated those to students?
 The students will interact with each other in appropriate school language and voices.
 The students will work on the group assignment when with the partners.
 The students will use walking feet to walk to their chosen partners.
 The students will use walking feet to pick up and return the manipulatives.
 The students will hand in their worksheets at the end of class.

Processes and procedures: What processes & procedures will the teacher candidate use (i.e. how will transitions be managed? how will students
be chosen? how will attention be gathered and/or refocused? how will materials be distributed/prepared?) How and when will they be
communicated to students?
 The transitions will be announced verbally directly before it is time to transition.
 the materials will be passes by the classroom passer.
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 Attention will be refocused by verbal cues.

 The manipulatives will be bagged prior to the day of the lesson.
 Students will be chosen when asked for volunteers.

Strategies, tools, resources, methods: What strategies, tools, resources and methods will the teacher candidate use (i.e. behavior charts,
warnings, timers, technology, positive behavior supports)?
 Whole group
 Partner work
 Independent work
 Manipulatives
 Worksheets
 Behaviors will be recorded through behavior charts
 Smartboard
 Timers

Consequences and alternate plans: What will occur if students do not meet the expectations and/or require a more extensive management plan?
What will students do it they complete the task quickly?
 If the students fail to follow classroom rules the teacher will remind them of them verbally.
 If students continue to fail to follow, partner work will turn to while group.
 If poor behavior continues, work will be assigned to be completed during their special.
Learning Experience – Step-by-step plan: (NAEYC 5b)
Provide a sequence of the lesson illustrating how all objectives are met within the allotted (yet flexible) time frame. Show the logical flow
including an engaging opening, designed learning experiences, ongoing checking for understanding, and closure. This step-by-step plan should be
illustrating exactly what you plan to do in teaching this lesson. Be thorough. A substitute should be able to carry out the lesson from this plan.

Process Steps Teacher Students

guided by the What questions (include Higher Order Thinking) will the What will students do? What tools will students use? Where in
5 E’s teacher candidate ask? What will the teacher candidate do, the classroom are the students? How will students be
say, and/or write? What tools will the teacher candidate use? grouped?
Engage  The teacher will begin by asking the students questions  The students will be answering the questions presented
“the opening” about their lesson from the day before. by the teacher.

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o Does anyone remember what we learned about  The students will be in whole group.
yesterday?  The students will be in their seats.
o Does anyone remember how we identified the  The students will be raising their hands to volunteer to
two number groups? answer the questions.
 The teacher will ask the students if they remembered  The students will share their knowledge about the
how they completed their worksheets. previous lesson.
 The teacher will ask the students if they
remember what they will be learning today.
Explore  The teacher will begin by explaining how they will  The students will be in whole group.
“active learning” figure out how to identify numbers based on how many  The students will be in their seats.
ones and tens blocks they have.  The students will be following along with the teacher.
 The teacher will hold up a base ten block and a one  The students will answer the questions presented to
block. them.
 The teacher will ask they students if they recall which  The students will raise their hands to answer questions.
represents the tens and which represents the ones.
 The teacher will provide wait time.
 The teacher will either say yes or no and reshare that
the base ten represents ten and the single block
represents one.
Explain  The teacher will write two lines horizontally on the  The students will be in whole group.
“how will the board.  The students will be in their seats.
teacher instruct?”  The teacher will explain one represents ones and the  The students will be following along with the teacher.
other represents tens.  The students will draw the base ten blocks and write
 The teacher will point to which one represents the tens. the number.
 The teacher will point to which one represents the ones.  The students will raise their hands if they are confused.
 The teacher will go through a few examples with the
students.
o The teacher will hold up 2 base tens and 2 ones.
o The teacher will ask the students how many
tens and how many ones.
o The teacher will ask the students where each

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would go.
 The teacher will then announce it is time for partner
work.
 The teacher will announce what the partners will be
working on.
o You and a partner will get a bag of ten smaller
bags.
o Each bag is numbered
o Each bag has a specific amount of tens and ones
blocks.
o You and a partner will fill out the worksheets
next to the corresponding numbered bag.
 The teacher will demonstrate
o The teacher will hold up the bag that says “12”.
o The teacher will open the bag.
o The teacher will count how many ten blocks
and record it in the tens space next to the
number 12.
o The teacher will count the number of ones and
mark it in the ones place next to the number 12.
 The teacher will ask the students if they understand.
 The teacher will answer questions if there is any
confusion.

Elaborate  The teacher will walk around during partner work and  The students will be in partners.
“ongoing checks ask the students questions.  The students will be seated in seats.
for understanding”  The teacher will join each group and observe the  The students will ask and answer questions.
students while working with the manipulatives.  The students will be completing partner work.
 The teacher will ask the students how they are  The students will be using their partner voices.
identifying the number.
Evaluate  The students will have the students hand the bags back  The students will bring the bags to the teacher.

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“closure” in.  The students will write down the number bag.
 The teacher will randomly pass four bags to each  The students will count the tens and ones in the bag.
student.  The students will write down the tens and ones to
 The teacher will have the students complete the closure identify the number.
four problems the same way they completed the partner  The student will do this for the four problems.
problems.  The student will hand the manipulative bags in.
 the teacher will say:  The students will hand their partner sheets and their
o you will be completing this the same way as the independent work into the teacher.
previous partner work you had worked on.
o Instead of a full sheet, please right the number
of the bag and then right the number you
identify.
Differentiation of instruction: (NAEYC 4c)
How will teacher candidates differentiate the lesson (content, process, product, affect) for a variety of learners (including gifted & talented,
special needs, ELL?) What strategies, supports, methods will the teacher candidate use and explain why? Must include a minimum of TWO ways
to differentiate.
How do you plan to differentiate? Why is this necessary?
 The students will be working in whole group, partners, and o Students can learn in multiple different ways.
independently. o Students who struggle have access to the teacher for more assistance if
 Students will have access to teacher assistance during the needed.
whole class. o Students who need to work hands on to make a better connection
 Students will be working with hands on manipulatives. while have manipulatives available.

Home/extension link: (NAEYC 2c)

PreK-4 students: How will the teacher candidate connect this plan to children’s home lives and/or community resources around you?
Middle/secondary students: What homework or extensions to the lesson?
o Students will be able to understand tens as tens and ones as ones in their everyday lives.
o Students will be able to understand place value in their everyday lives.

PART 3: Lesson Reflection

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Reflection (Complete after the lesson is done): (NAEYC 4d)

Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses:
● What went well?
● What did I learn about planning and teaching?
● What did my students learn?
● How do I know they learned?
● What changes and/or improvements will I make in an
effort to be more effective with this particular group of
students?
● If I were to teach this lesson again, what would I keep
the same and what would I change and why?
(NOTE: Your answers should provide a brief explanation of WHAT
HAPPENED to prompt this reflection – for example, do not just state
“I learned how important it is to be prepared” – you should also state
what occurred in the lesson that inspired this reflection.)
These reflection questions are to be answered for lesson plan
assignments that do not have a field component so teacher candidates
are not teaching their planned experience.
 What did you feel was the strongest part of the lesson? Why?
 How does the lesson specifically promote positive student
outcomes?
 If you were to conduct this lesson with students, what do you feel
the students would enjoy most? Where do you feel they would be
most challenged?
 What are some questions you feel students may have after the
lesson and what do you think you could do to provide further
exploration, explanation, or examples?

200-Level Education Courses: In addition to the questions listed

above for 100-level Education courses, respond to the following
questions:
● How did I differentiate instruction to meet the needs of
my students?
● If I were to teach this lesson again, how could I further
differentiate to better meet the needs of the students?
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following
question:
● What classroom management strategies and techniques
did I implement? Were they effective?