Long Lesson Plan for 2 observed lessons

Name: Safeyya-H00271682

Grade
Level: 1

CCSS Math Strand:

Number and

Operations in Base Ten

CCSS Standards: Understand place value.

Main Lesson Aims (Concepts, Procedures, & Processes):
and ones to 100

identify the tens

Materials:
teacher books

none

student book(s)

Page 163-164 see (see appendix 2)

worksheets/ papers

quiz (see appendix 1)

teacher materials

PowerPoint, puzzle, the story characters

student materials/
manipulatives

Puzzle (see appendix 3)

technology

PowerPoint

other

none

Key vocabulary with definitions (and pictures if appropriate):

word

glossary definition

Units

How many single items.

tens

It is 10 times bigger than ones

image

Students Prior Knowledge:

The students can add and subtract the numbers.
Students can read the numbers from 1-100.
Can compare between tens and ones.
Possible Problems and Misconceptions:

The student misapplies the rule for reading numbers from left to right.
Solutions:
I will correct them also I will tell them to read from right to left.

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):
-

I will show the students first the classroom rules by showing them a picture of

Superman and the superman's face is one of the good students face.
Then I will give each student a small paper that has a question about the
previous lesson. (It is like quiz). (Appendix 1)
After they finish solving the paper, I will collect their papers and I will correct
the papers and give it back later on.
- Notice: the paper has airship shape because we will stick it on the classroom
display that has airship design.
Core (introduce and practice new concepts & procedures):
It is cinema time; I will give the concept of the lesson as a story to encourage
and attract their attention. (The story will be about 2 brothers the big Mansour
and the small Hamdan that went to the supermarket to buy some fruits the
small Hamdan buy 5 apples and the big Mansour buy 10 oranges. Then when
they went to the home their father asked them what they buy from the market.
So, we will count the oranges and the apple together. The answer will be 12; I
will ask them where the ones is? And where is the tens? Also, I will mention then
that the small Hamdan (apples) represent the ones, and the big Mansour
(oranges) represent the tens.
-

2
m

Then I will give them an example from the book, and I will solve it with them to
give them more information about the lesson.
After that, I will solve two questions from the book.
The other questions three and four the students will solve it by themselves, and
I will go around them and check their answers. (Appendix 2)

Close (wrap up, discussion, brief review activity or assessment):

-

1
m

I will give each group activity about the puzzle. So the students should match
the number with the picture of tens and ones that represent the number. Then
they will represent their works. (appendix 3).
If there is a time, I will tell the students to open the student's book to
complete the questions.
I will move around the groups and check their answer. Also, I will correct for
them.

Attachments:

Copy of original lesson from a teacher resource book or website (original versions)

Copy of all resources given to students; Reference page with all books, journals and websites

Appendix 1: draw the tens and the ones

Appendix 2: student book

Appendix 3: puzzle, match the number with the correct picture of cubes that
represent the number