Dakota State University

LESSON PLAN

Name: Alysha Langstraat

Grade Level: 1st Grade
Date: February 9, 2024

Reflection from prior lesson: Kindergarten learners count from 1 to 100 by ones and tens beginning
with any number. They are able to read, write and represent objects with a range of numbers from 0-20.
(K.CC.1-3)

● I have found that math instruction for younger aged children seems to go better in the morning.
1st and 2nd graders I have worked with have both had their math times put in the morning
because towards the end of the day they just couldn’t stay focused anymore. Also, if you can
break down into smaller groups with the help of a paraprofessional or student teacher, small
group instruction is also great. Students are usually engaged early in the day. Remediate any
problems by being adaptable to whatever situation comes.

Contextual Factors/ Learner Characteristics:

● 21 students - 11 boys and 10 girls
● Class is talkative
● In a small district
● 1 behavior student, no children on IEPs, no ELLs

Lesson Goal(s) / Standards:

● 1.NBT.1 In the range of 0-120 a. Count on from any given number. b. Read and write numerals.
c. Represent a number of objects with a written numeral.
● Count large collections
● MP1. Make sense of problems and persevere in solving them.
● MP4. Model with mathematics.
● MP5. Use appropriate tools strategically.

Lesson Objective(s):
● Use models to explain addition and subtraction of two-digit numbers
● Use models to show number of objects with the corresponding numeral

Assessment:

● The assessment will be done through the number puzzle worksheet.

● The assessment will also be done by the students ability to count the objects and record
that data.

Materials Needed:

● Bag of objects
● Worksheets
● 5 in a Row Game - Game board, game pieces, and 2 number cubes
● Number Puzzles Worksheet
Connection(s) to Research & Theory:

● Activate prior knowledge - We will review what the 1st graders learned in Kindergarten which
is: learners count from 1 to 100 by ones and tens beginning with any number. They are able to
read, write and represent objects with a range of numbers from 0-20. We will use this
information to activate prior knowledge for our current lesson.
● Provide meaningful contexts - I will be modeling examples that provide students with
meaningful contexts in helping them to complete the lesson.
● Formative assessment- I will be observing students to make sure students are completing the
lesson correctly. This will help me determine if I need to stop and re-explain the lesson.

A. The Lesson 45 minutes

● Introduction 10 minutes
○ getting attention: Ready Freddies?
○ relating to past experience and/or knowledge: We are going to think way back when you
were in Kindergarten. Do you remember learning to count to 100? What about learning to
count to 100 by 10s? If your Kindergarten teacher Mrs. M gave you small blocks, you could
make them into groups all the way up to 20 then read and write about that too, right? Well
we are going to take all the wonderful skills you learned in Kindergarten and build off them
for our lesson today.
○ creating a need to know: Today, we are going to do a lot of counting. We will count with
objects. We will count out loud all together. We will count on a worksheet and also count
while we play a game in our centers.
○ sharing objective, in general terms: Our goal today is to use objects to match with the
numbers we are counting. Also, we want to use objects to explain addition and subtraction
of two-digit numbers

● Content Delivery Discussion and Inquiry Based Learning 30 minutes

Before we break up into small groups for our centers, we are going to do a warm up all together.
Everyone stand up next to your desk. We are going to count by 10s starting with the number 30 and go
to 120. Ready? Let’s begin.

Great job everyone! Now, we will be doing Activity 1 and 2. Students will be put into partners by
the teacher. For both activities, students will record on paper how many objects there are and how they
counted them. Activity 1 - Each group of students will get a bag of objects. Their job is to figure out how
many are in the bag. Activity 2 - Students will switch bags with another group. As partners, they will
again work to count the collection.

Now we will break down into our centers.

Center 1) 5 in a Row
Game instructions: Students will play in pairs. Student A rolls the two number cubes (dice), adds the
numbers together, and covers that number on the board. Student B does the same. Play continues
back and forth in this manner. The first player to get five counters in a row is the winner. This will help
students practice their math facts (with objects if needed).

Center 2) Number Puzzles Worksheet

Directions: Students will complete the worksheet on their own, with minimal assistance from the
teacher, with 80% accuracy. Students complete the worksheet with a pencil. Number puzzles on the
worksheet are similar to 14= 8+___? This will help students practice their math facts with objects.

All center stations will be given a bag of objects so students can complete math problems using
objects.

● Closure 5 minutes

Bring students back to their desk circle. Ask 3 students to share and model the problem as
they are explaining. Remind students how we learned about counting using objects. Also,
they learned about how to add and subtract while using objects. Use an overhead projector
to demonstrate how we learned to use objects to add and subtract. Have students answer
5+5 and 5-2 with objects on the projector.
What was your favorite part of this lesson? What was the biggest and smallest addition and
subtraction problem they created with the objects? Model these problems on the projector.
If we had an endless amount of objects, how many math problems do you think we could
create?
B. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Tasks can be broken down into even smaller steps for student.
○ Can provide detailed feedback for student.
○ Provide specific examples.
○ Allow student to work in a quiet room.
● Adaptations for those exceeding expectations
○ Pair gifted student up
○ Open ended or self directed assignments
○ Work at their own pace
○ Project-based learning
● Language Support (IF you have ELLs (English Language Learners))
○ No ELL learners

C. Resources
https://doe.sd.gov/contentstandards/documents/math/NBT-1A.pdf
https://www.primarily-speaking.com/2012/10/math-games-and-freebie-for-you.html
https://access.openupresources.org/curricula/our-k5-math/en/grade-1/unit-4/section-a/lesson-1/student.
html