Name: Kaitlynn Akers

Grade Level: First grade

Standard Domain: Mathematics (number sense)
Standard:
PS.5: Use appropriate tools strategically.
1.NS.6: Show equivalent forms of whole numbers as groups of
tens and ones, and understand that the individual digits of a two-digit
number represent amounts of tens and ones.
Objective: The children will demonstrate that the two digits of a two-digit
number represent amounts of tens and ones. The students will
demonstrate the following by filling out the blanks with the numbers that
correspond with how many tens and ones they needed to create the first
letter of their name with the tens and ones pieces.
10 can be thought of as a bundle of ten onescalled a ten.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one,
two, three, four, five, six, seven, eight or nine tens (and 0 ones).
The numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight or nine ones. the numbers 2129 are composed of a ten and a one, two, three, four, five, six, seven,
eight, or nine. etc.

Materials/Media/Technology:
Construction paper- to glue letters onto- (in the lesson folder)
Pencils- to write answers- ( students have it in their desks/cubbies)

Glue-to attach letters to construction paper( in the students desks/cubbies)

Ones/tens- to create letters(in the lesson folder)
Printed sentences- as an answer sheet-(in the lesson folder)
Access to youtube- to play review video
*******************************************************************************
MOTIVATION:
The teacher will begin the math lesson as they do every
morning; they will sit at the carpet to review the topic. To review
teacher will play the review video.
video: https://www.youtube.com/watch?v=vZLbnFE_Yf4
GOAL FOR LEARNER:
The goal for the student is to demonstrate their knowledge/
understanding. They should be able to complete this task on their
own.
PROCEDURE: (Include your dialogue)
Gather the students at the carpet to introduce the lesson.
Do you remember what you all have been talking about with your teacher
in math?
Give a short review.
How much is a strip worth? 10
How much is a square worth? 1
How much do I have if I have 2 strips and 4 squares? ... 24
(explain more if they need it)
What is the first letter of your name?
Do you know how much it is worth?
Ready to find out?
Explain what they are going to do.
First of all, Id like to ask you to gather three things.
Get your clipboard, a pencil, and your glue.
(They dont have desks because of exhibition night.)
Dismiss them by row to get the materials.

Now Id like to ask you to distribute these make sure everyone gets a
sheet of construction paper.
Distribute construction paper and a printed sentence.
Distribute squares/strips until they have enough.
Instruct them on how to create the first letter of their name with the tens
and ones.
Draw in the air how to draw the first letter of your name.
Now how many tens and ones do you think youll need?
Allow them to try and guess how many theyll need.
Then distribute more if needed.
When everyone has the letter made, ask them to count how many strips
they have, then how many squares.
Have them fill out the sentence according to how many of each they had.
Please remember that everyone will have a different number of
strips/squares, because everyone has a different letter.
Once you are done put your paper up here.
(Pile up front)
Once you do that, if you have a neighbor who hasnt finished, help your
friend finish so we can move on.
Have them clean up their materials and regather at the carpet.
Have them put their letters in order from least to greatest.
Once done, dismiss them for their next subject.
ACTIVITY: They will paste tens and ones pieces to create the first letter of
their name.They will be given construction paper to glue their letters and
sentence onto. They will write their names in the first blanks of the
sentences and fill out how many tens and ones it took to create the first
letter of their name onto the sentence.
NEW INFORMATION
Vocab

value
tens
ones
Least
greatest

CHECKING FOR UNDERSTANDING:

As I walk around the room, I will see the papers upon which the
students are writing their numbers. I should be able to see if they are
correct or not.
MODELING:
I will demonstrate/ explain the what they will be doing during the
activity, then I will execute the activity with the class as they are gathered at
the carpet.
PRACTICE:
Every morning they go through the weeks lesson. They practiced this
topic in math every morning that week before I did my lesson.
DIFFERENTIATION:
Allow the students to help a neighbor who needs help if they have
grasped the concept of counting by tens and ones pieces. Those who are
struggling can either ask a neighbor or myself for one on one help. Those
students who did it with ease will be asked to arrange everyones papers in
order from least to greatest.
ASSESSMENT:
Assessment is happening continually during the lesson by observing
how quickly the children recognize the numbers with tens and ones as they
write the numbers onto their sentence.
CLOSURE:
Have them clean up their materials and regather at the carpet. Have
them put their letters in order from least to greatest. Once done, dismiss
them for their next subject.
EVALUATION:
I will check their understanding based on the work they submitted.
4

formation of
the letter

Legibly
legible/ more incorrect
create the
than nine
letter/ not
first letter of ones pieces legible
name in tens
and ones
pieces

completion of all three

sentences
blank filled
out correctly

two blanks
done
correctly

one filled out

correctly

Did not
create a
letter

no blanks
done
correctly

*** Once graded the grades were:

13 students got an 8
1 student got a 7
1 student got a 6
5 students got a 5
2 students got a 4
1 student got a 3
REFERENCES:
H Bishop. (2011, March 2). Bishops Blackboard: How Much is It Worth?.
Retrieved from http://bishopsblackboard.blogspot.com/2011/03/how-muchis-it-worth.html
TwoPlusOneMathRocks. (2010). Math Rocks! Ones, Tens, and Hundreds.
Retrieved from https://www.youtube.com/watch?v=vZLbnFE_Yf4

Indiana Department of Education (2014). Mathematics. Retrieved from

http://www.doe.in.gov/standards/mathematics