Georgia Gwinnett College School of Education Lesson Plan Organizer Lesson #: 1 of The Lorax Unit Topic of Lesson: Math

Base Ten Numeration System

Lesson Plan Elements

BIG IDEA: #2 BASE TEN NUMERATION SYSTEM The base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value
Lesson summary Briefly describe the lesson activities. Students will have hands on practice with place value using manipulatives and place value mats to help with understanding the meaning and reasons for place value. Students will learn there are multiple ways to represent numbers. Students will also learn that for any number, the place value of the digit tells how many ones, tens, hundreds, etc are represented for that digit Need to know what numbers are and that they represent quantities. The students in this group are a diverse group. Eight of the 19 students are English Language Learners. All the ELL students speak and know basic English and are familiar with numbers. There are two students who are pulled for resource classes. Snap cubes. Box of 2000 toothpicks. Copy of The Lorax by Dr. Suess. Copies of place value mats with hundreds, tens and ones chart. Copies of 5 Ways to Write a Number chart. Pencils and scratch paper. Twist ties. Overhead projector. 50 min. total. 10 min to read The Lorax. 15 min to explain the concept of grouping numbers (anticipatory set). 25 min to allow students to manipulate numbers and record. 5 min to review. Read The Lorax. How do you think that the Once-ler can keep track of the trees that he cuts down? There are so many! Have a picture of the Truffela Tree forest on the overhead. What is the easiest way? He wants to make sure that he can keep track of them if the Lorax comes back and interrupts him while he is counting again! Keep a chart of answers. Teacher counts to 46. Teacher pretends to get distracted and tells

Learning Outcomes for Students* State the learning outcomes you expect students to demonstrate at the end of this lesson. (Include outcomes for all students, some students, few students) - Plans with every child in mind Prerequisite skills/knowledge Clearly identify the prerequisite knowledge, skills, and practices that students need to begin the lesson. Individual Learner Characteristics Identify specific student needs that influence your planning for this lesson.

Materials List the materials that you will use in the lesson.

Lesson time Length of time of the lesson.

Anticipatory Set Introduction to the lesson is designed to engage learners and activate a schema.

Procedures/ Methods and Strategies Describe how your lesson will proceed step-bystep. Include teaching strategies that are appropriate to the content, promote active engagement by all learners. Include accommodations/modifications you will make based on individual student characteristics.

students to hold on while she goes to get something. Comes back and asks where they left off. If there is confusion about the number, start all over. Purpose is to show the importance of grouping numbers. Teacher comes back and asks students to tell where they left off. Teacher points out how hard it is to count so many trees, there needs to be a way to keep the numbers straight. You mean we have to count all over again??!! Teacher starts to count, gets to 20 and says this is too long, isnt it??!! Teacher counts out ten trees (toothpicks) and groups them. Asks how many she has and shows the bundle. Then counts out ten more and groups them. Teacher asks again how many she has and bundles them. She counts out five more, then pretends to get distracted or pulled away and comes back. Now, where did we leave off?! Students should recognize the bundles and say twenty somethingteacher counts off the two bundles counting by 10 s reiterates 20 and then counts the five25! That was easy! Teacher then tells the students that they will be working for the Once-ler and they need to keep track of trees for Thneed sales. Give them toothpicks and sorting mats (place value mats). The place value mats have a tens and a ones chart (see attached). The students are given an Invoice List of customer orders. Example: Customer #1 needs 85 trees. The student will count out the trees and bundle accordingly. Once the student is done bundling the orders, he will record the customer order on the Five Ways to Write a Number sheet (see attached) before moving on the next customer invoice. This will allow the student to see the bundles on the place value mat in the bundled forms as they write out the different number representations. Students will work in mixed ability groups. This will accommodate the ELL and resource students by allowing them to cooperatively work through problems. This will also give them independence and confidence in working math problems with manipulatives. Academic vocabulary and examples will be explicitly taught and posted in the front of the room (Standard Form, Picture or sketch, Place value, Word Form, etc). Students will be seated in front of the room at the authors chair, where the teacher will read The Lorax. The students will remain on

Instructional Accommodations/Modifications Identify the accommodations and/or modifications you will make to your general lesson based on individual student characteristics.

Lesson-specific logistics Describe a specific logistical plan for conducting this lesson. How will you distribute materials, group

students, transition between activities, etc.?

Closure Describe the closure activity you will use to provide a comprehensive summary of the lesson.

Formative Assessment How will you monitor student progress toward achieving the lesson and unit outcomes?

Technology Explain how technology will be used in the planning, delivery, or assessment of the lesson, as appropriate. Follow-up/ Extensions Describe the variety of practice and extension activities use will use to reinforce, remediate or enrich the lesson.

the floor for the anticipatory set (on overhead). Students will be grouped in groups of two by mixed ability. One person from the group will gather necessary materials (worksheets, toothpicks and ties). The group will go to an open spot in the room to work as a team with the worksheets and toothpicks. After 25 min of manipulatives and recording, the students will gather at the carpet/authors chair and review what they discovered. Why is it important to have the base ten numeration system? Or EQ: Why is it important to record quantities of objects in groups of ten? EQ: What ways can you record and represent a number? Make sure that students respond with the correct answers. Recap and restate the reson. Teacher will walk around and observe students as they work in their groups and note any concept errors or mistakes by individual students. Teacher will also take note of responses by each student during group discussions at the authors chair. The only technology that will be used will be the overhead projector. Students will be given homework to write the five forms of number representations. The worksheets will have ten numbers for the students to represent on the 5 Ways to Represent Numbers Worksheet (attached)

*Items to be used as part of the Content Knowledge Profile Tracy Collins