Lesson 6

Student Teacher: Gianna Parisi

School: Johnson Park Elementary
Date: 4/27/16
Period/Time: Math
Grade: 1st and 2nd Grade
Subject/Topic/Activity: Tens and Ones/ Number Stories- Stations
1 Standards:
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts.
2. Objectives:
Students will be able to experience counting by 1s and 10s on the number grid in
preparation for adding and subtracting on the number grid.
Students will be able to experience with number stories involving fractions.
2

Materials: pencil, number grid puzzle, math books, worksheets

3 Procedures:
First Grade
Introduction:
Explain to the students that we will be reviewing ones and tens. Ask the class which one
is the ones place and which one is the tens place in a number. Then have the students put
together a number chart puzzle. This should take less than 3 minutes because it is a
review.
Body:
We will now do an activity in making numbers as a class and making the largest and
smallest numbers out of 2 single digits we pick out of number card 0-9. They will record
this data on their data sheet that I give to them.
Closing:
Have the students share out an example of the numbers they chose and say which one is
larger and which one is smaller.
Pass out homework and explain what they need to do.
Second Grade
Introduction
Compare the fractions and 1/3. Explain how when one is divided into more parts, the
parts are smaller.
Body

Talk about fractions stories with the student. Act out a number story using the 3 students
and giving one student a pencil. How many students have pencils? Whats the fraction?
Then we will do a couple of examples of numbers stories with the students on the
projector using page 206.
Conclusion
If there is time, have the students make up their own number story. Hand out homework
to the second graders and put in homework folder.
6. Management Issues, Transitions, and Differentiation:
I will not need to differentiate this lesson because I am already differentiating the lesson for the
specific students needs. I am making sure that I will be wearing the speaker for the students to
who need that auditory accommodation. I will also be projecting the articles on the projector so
that the students can see it bigger even though it is in front of them so they know where to
follow. Management issue is what I am a little concerned about because Im not sure how long
this lesson will take depending on how involved the students are and what kids will be there
cause a lot of the students get pulled out during this time. Classroom management is an issue
because yes these kids know me by now but they still sometimes dont listen and will only
respond with my coop. I am going to do my best and be flexible with time management as much
as possible and have to work quickly on my feet and take risks.
7. Self-Reflection and Evaluation of Lesson:
8. Comments on Lesson by Cooperating Teacher: