Rachel Roussey

2/4/16
Zimmermann
2nd Observation lesson
Title: Highest and Lowest
Subject/Grade Level/ Date(s): Math/1st/ 2/5/2016
Time Requirements: 30-45 minutes
Materials List: math journals, hundreds chart, highest and lowest
worksheet, count by 5s worksheet, pencils
Type of Lesson: whole group
Connection to Standards: Include CC/ AZCCRS http://www.azed.gov/azccrs/
and ELP standards:
http://www.azed.gov/standards-practices/files/2015/04/azccrs-grade1math-.pdf
Number and Operations in Base Ten (NBT):
1.NBT.B.2. Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones-called a ten.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.
c. The numbers 1, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five,
six, seven, eight, or nine tens (and 0 ones).

Instructional Objective: SWBAT understand that two-digit numbers contain tens

and ones, use strategies to count, and to revisit the 100 chart.
Active Instructional Plan: Students will be able to use their 100 chart to find
numbers within it. They will be able to find numbers that end in zero, have only
one digit, which numbers are in the third row, fourth row, etc. Students will also
be counting by fives. Students will also recognize the ones and tens places in
numbers.

Anticipatory Set: Start by asking students what they notice about the
number 27. Allow them to think about this and give out some answers.
Then ask Do you know which number is in the ones place and which is in
the tens place? Allow students to answer and if theyre stuck, guide
them. Then give them another number to practice with and this time call
students up to the board to work with tens and ones manipulatives.
Questions: Students will be asked questions like, Do you know which

number is in the ones place and which is in the tens place?, Which
number has one digit? What is a digit? Which numbers have two
digits?, Which are the rows and which are the columns? Where is the
third row?
Modeling: Show the students where to glue in their hundreds chart in their
math journals. Show students how to use the tens and ones manipulatives.
Go over a couple of the questions on the worksheet with them. Read over
the questions with them so they know what they say. Show them how to
label the columns and rows on their number chart. Review how to count by
5s on the hundreds chart.
Guided Practice: While students are working on their worksheets I will be
walking around observing whether or not theyre understanding what to
do/what we just learned. I will also be answering questions and looking to
see if theyre students who need some extra help.
Independent Practice: Students will be working independently on the
worksheets but are allowed to ask their neighbor and tablemates for help.
Closure: When students are done I will tell them to stay at their seats and I
will pull kids from the name can (popsicle sticks that have their names) to
answer questions. I will ask students various questions like, Where is row
4?, Which numbers end in five?, Which number is at the start of the 6th
row?
Assessment/Evaluation: Students will need to complete at least half of the
worksheet (we can always finish up at a later time). I will be checking to
see if they understood how to use their 100 chart and if they understood
the concept of rows and columns. I will also check to see if they are
counting by 5s correctly using their chart.
Modifications/Differentiation: Students with IEP goals will be guided a little
more than the other students and they will receive extra support. If these
students are struggling, then I will re-read the directions and questions
with them. I will also guide them through the answers without giving them
the answers. I will say things like, If this is the second row (while pointing
to the second row) which is the last number in this row?