Learning Experience #5

AGE GROUP/GRADE LEVEL 1st grade

CURRICULAR AREA (e.g., Social Studies, Math, Language Arts, Arts, Science, etc.) Math

DEVELOPMENTAL SNAP SHOT/PRIOR KNOWLEDGE

The children can compare single and two digits numbers to determine which number is
smaller, same or bigger. They know the symbols for greater than and less than. They are able
to split up 2 digit numbers into tens and ones. They can add numbers to find the missing
number in an equation. The children are at different levels. Some of them are able to find the
missing numbers like 5+4= ? However, some of them are able to find missing numbers using
adding and subtraction within an equation. For example, 2+2= 5-? or 3+3 = 5+?

GOALS
 Illinois Common Core State Standards for Language and Mathematics and/or
CCSS.MATH.CONTENT.1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
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.OA.D.8
Determine the unknown whole number in an addition or subtraction equation
relating three whole numbers.
Instructional Goal(s) for Lesson/Unit (What is the teacher’s goal?)
o Children will look at the place value of the numbers to help them compare two
numbers. They will use the phrases and symbols we learned in order to
compare two numbers.
o Children will practice adding in order to help them find a missing number in an
equation.
o Children will work with place value in order to determine how many tens and
ones are in a 2 digit number.
 Specific Objectives for Lesson (What will the children learn/do/practice?)
o Children will use comparison words and symbols to represent which number is
less than, greater than or if the numbers are equal when comparing 2 numbers.
o Children will use tens and ones cubes to portray 2 digit number values.
o Children will find the missing number of an equation by using different adding
strategies like pictures, using a number line or using the fingers to count.

CLASSROOM ENVIRONMENT
Explain how the environment will be modified and prepared for the lesson.
 Materials/Resources: Whiteboards, markers, worksheets, boxes of die, notebook paper,
writing utensils
INSTRUCTION
 Explain which type of activity will be facilitated during the lesson: whole group activity,
small group activity, or individual lesson.
o Every Friday the children have math centers. So the teacher will begin by
explaining the different centers as well as explaining what needs to be done at
each center.
 Introduction (Lead-In): Hello friends, this week we learned ways to compare numbers.
We learned that when we compare numbers we say that the number is greater than or
less than the. So today we are going to keep practice that math skill but we are also
going to practice other math skills like adding and subtracting, and know the place
value of numbers.
 Step-By-Step Procedures and Learning Activities: (What does the teacher plan to do
and how will instruction be differentiated to address varying learning styles and
abilities of the children?)
o The teacher will go through 2 examples.(35 and 49, 81 and 51). She will ask
which one in each set is bigger and then emphasize how they came to that
answer. The she will model how to write the numbers along with the correct
symbol.
o She will explain the first center. The children will roll to die and write down the
number in a box. Then they will break up that number into tens and ones. They
will draw the tens and ones in the number and fill in the blanks (___tens and
____ones) for that number. The paper they will be using is erasable thus, after
completing 6, they can erase their answers and keep writing. They will roll two
die to come up with the number they will be working with. If they roll a 4 and a
1. They write 4 tens and 1 one. They draw it using tens and ones.
o For the second center, the children will complete addition problems on an
erasable sheet. The children will work on different sheets based on their math
level. The children have to find out the missing number in the equation. Some
will find the missing numbers like 5+?= 9 or 3+3 = 5+? However, some of
them need to find missing numbers using adding and subtraction within an
equation. For example, 9-2= 5+? They will work on the erasable sheet but need
to write their answers on a paper and turn it in. If the children in the adding
center are done with their sheet early or complete it quickly, the children can
move onto a more difficult sheet. There are 4 levels of adding the children can
complete so, if they finish one quickly because it is easy for them, they can
move up to another level.
o For the third center, the children will work with the teacher and focus on
comparing numbers using the greater than or less than symbol. The teacher will
have 4-5 students on the rug with whiteboards and markers. The teacher will
have one of the students make the greater than or less than symbols using
his/her arms. The children will work independently on the boards. They will
down the numbers and choose the symbol they believe will make the math
sentence true. Then the child at board will show us the symbol they believe is
correct using their arms but they can also write the answer with a marker. The
child will read the math sentence to the small group. The children on the rug
 will show their peers their work and we will discuss our answers. Everyone will
get a turn to make the symbol with their arms.
o The centers will run for 15-20 minutes and then they will rotate to have a turn
at each center.
o Differentiated Instruction
 For children that are selective mute, the teacher will provide the
whiteboards to help the student interact and participate through writing.
 The child is given a cushion with bumps to provide sensory simulation
to improve his focus. The teacher will incorporate movement in order to
keep the child engaged.
 Adaptations for children
 The children can use hands on materials like tens and ones
cubes. They can also use wipe boards to draw the tens and ones
in order to provide a visual.
o Academic Language or new Vocabulary to be introduced or practiced (explain
how it will be used during the lesson).
 Is less than
 fewer in quantity or amount
 Greater than
 More in quantity or amount
 Equal to
 Items that are the same or number that have the same value
o Critical thinking questions to ask.
 We do we need to practice breaking up tens and ones?
 Why is it important to learn how to add or to find a missing number?
o Managing the lesson
 Strategies to ensure children are on-task and learning appropriately
 Managing the environment during the lesson
 Keep the children engaged by using visuals and different
activities in each center.
 Plan for guided practice
 Modeling the thinking process like showing your work with tens
and ones. She will use the vocabulary from our lessons when
completing practice problems
 Plan for independent practice
 Having the children show their work and how they came to that
answer through writing or interacting with manipulatives. They
also practice reading their number sentence to determine if it
makes sense.
 Closure (should reflect the introduction):
o The class will clean up and the teacher will pass the homework and discuss how
it relates to the work done at centers.
ASSESSMENT
 Include multiple means and tools for authentic assessment in order to evaluate what
the children have learned (e.g., checklist, anecdotal records, quizzes, performances
(theatre, poetry), photographs, portfolios).
o The teacher will have work samples from the worksheets the children
completed during the adding math center and the adding center. She will
identify which children are struggling based on their answers and the strategies
they are using.
o The teacher will have a checklist for the children working with greater than or
less than.
 Identify the correct symbol through writing or using their arms.
 Explained why they chose that symbol: Place value
 Read the number sentence correctly with the symbol.

LINKAGE TO HOME AND COMMUNITY

Include a related activity that requires some form of interaction between
parents/caregivers/community members and the children, and reinforces the academic
language/vocabulary and concepts introduced. For example,
 The children will discuss the different strategies they used to solve addition problem
with their caregivers. They will also continue to use the vocabulary when comparing
objects and numbers.

REFLECTION AFTER THE LESSON

Reflect on how the learning objectives and instruction promoted the active and multi modal
nature of learning, as well as how language and literacy development were incorporated into
the lesson in an interdisciplinary way. Think about,
 The children enjoyed the movement and it encouraged them to think about the symbol
they use when comparing numbers. We drew the teeth as well to give them more of a
visual.
 Once the children completed the worksheets that needed to be turned in. They were to
continue working on the erasable boards. Most of them were on task but for some they
need directing because they would start talking or drawing on the sheet instead if using
it for its purpose.
Also, think about what developmental approximations or misunderstandings occurred during
the lesson, and how you plan to address them next time you plan/teach a lesson.