Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Math
Grade: 1st grade

Central Focus: Learn place values in ones, tens in bundles.

Common Core/Essential Standard Objective:

1.NBT.2 Understand that the two digits of a twodigit number represent amounts of tens and ones.
Name: Tia Ferrari
Understand the following as special cases: a. 10 can Date submitted: 12- 9- 15
Date taught: N/A
be thought of as a bundle of ten ones called a
ten.
Daily Lesson Objective: Students will be able to correctly fill in the tens and ones bundles when given a two-digit
number.
21st Century Skills: Communication, collaboration,
Academic Language Demand (Language Function and
problem solving and critical thinking
Vocabulary): N/A
Prior Knowledge: I will remind the students that they know what place values are and how to find them.

Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

Description of Activities and Setting

Say 1, 2, 3 eyes on me the students will then answer with 4, 5,6 eyes on
you. Once I have the students attention I will ask them to come to the carpet
and sit in their assigned spots with their eyes on the smart board ready to
watch the video. They will bring their clip board, paper and pencil with them
so they may do the examples.
I will play the video about arrays and how to add and write the equations that
go with the arrays. This video will be played from youtube. Once the video is
finished I will write the number 16 on the board and have the students follow
the steps to draw out 16 dots circle ten or tens and leave the remaining dots
alone. Then once you circle tens write how many bundle in the tens box and
then write how many ones they have in the ones box.
CFU: I will look on the students work to see how they go about answering the
number in tens and ones.
I will then have one student come up and circle how many tens there are in the
number 16. Then I will have another student come up the board and tell me
how many ones are one the board. The final part I will call another student up
to the board to fill in the boxes.
CFU: I will call on a random student after each part is done to ask them if they
thought the same thing if not I will ask them what they thought.
I will then pull up an example on the board to do with the students. I will
write the number 19 and draw 19 dots on the board next to the number on the
board. I will then ask how many tens I have (the students will give a answer)
Then I ask how many ones I have left over (the students will give their
answer). After I ask the students what their answers are then I will circle ten
dots together and leave the last nine dots alone. Once I circle the ten dots
together I will explain that that is what a bundle of ten is. I will then point to
the remaining nine dots not circle and say those are ones, I have nine ones left
over. Once I explain this to the students then draw two boxes and label the one
on the lefts tens and the right box ones. I will point to the bundle of ten I
circled on the board and say look students I have one bundle of ten so I will
write the number one in the tens box. I will then point to the last nine dots on
the board and count them out loud. After counting them I say I have nine ones
left, and now that we know that we write the number nine in the ones box.

Time

CFU: ask random students how we know how many tens and ones we have.
5. Evaluate
Assessment Methods of
all objectives/skills
6. Assessment Results of
all objectives/skills

Students will have to make 80% of higher on the worksheet to show that they
have understood the lesson taught.
N/A

Targeted Students Modifications/Accommodations:

- One student in the classroom has ADD. I will be
checking in with the student every five minutes while
he works on the tablet to make sure he is staying
focused and on task with the videos and counting
problems. I will have him sit close to my desk so I can
observe him easier.

Student/Small Group Modifications/Accommodations: For my

group that speaks primarily Spanish, which is four students I
will translate the worksheet I give them and the example up on
the board into Spanish as well so they may still read along with
the group. The worksheet and example will be in both English
and Spanish.

Materials/Technology: Smart board, video on smart board from youtube to explain and give an example of how to bundle,
pencil, paper and worksheet I will give them.
Reflection on lesson: N/A

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______