MAPS OER - Engage NY Module 4 Lesson 4
MAPS Math Lesson Plan
| Title:Engage NY Module 4 Lesson 4 | Author:Olivia Kranz |
| Subject(s): Math | |
| Grade Level(s):1st | Total Time:60 minutes |
Overview / Description: In this lesson, the students are continuing to work on naming tens and ones and using tens and ones in a number bond and number sentence. The students work with the teacher in a whole group setting for the concept development. They then complete the problem set independently or in a small group and then the exit ticket independently. When students are completed with their work or are finishing up their work, small groups of students will be called to the carpet to complete a number talk that best fits their ability level.
Learning goals/objectives:
After completing this activity, students should be able to write and talk about two-digit numbers as addition sentences that combine tens and ones.
Content 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.
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Math Practice Standards: (Check all that apply.)
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. |
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| CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. | x |
| CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others. | |
| CCSS.MATH.PRACTICE.MP4 Model with mathematics. | x |
| CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. | x |
| CCSS.MATH.PRACTICE.MP6 Attend to precision. | x |
| CCSS.MATH.PRACTICE.MP7 Look for and make use of structure. | x |
| CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning. | x |
Materials:
Problem Set - select the folder “G1-M4 student problem sets” pages 9 and 10
- select the folder “G1-M4 exit tickets” page 5
Learning Activities:
Describe each step of the learning activity including strategies that will be used to meet the learning objective (application, concept development, problem set, etc.).
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Concept Development - The teacher goes over the learning goal and describes what the students will be learning about in class. The teacher completes the application on the board and models the problem to the whole group (slide #3). Next, the teacher goes into the concept development and has the students think about tens and ones as a review. Then the teacher shows some cubes up in the front of the classroom and has the students write down how many cubes there are in a number bond. The students need to write a number sentence using the numbers that were included in their number bond (slides # 4 - 8). The teacher then checks for understanding, answers any questions, and provides directions for the problem slip and exit ticket (slides #10 - 12). | T/WG | 20 minutes |
Work Time/Reteach - Problem Set The teacher takes a small group of students to reteach the learning goal from the previous lesson and supports them with the problem set for the current lesson. While the teacher is at the back table with the small group, the rest of the class is working independently at their desks. | SM/I | 10 minutes |
Work Time - Exit Ticket All students are completing the exit ticket independently during this time to show what they know and any areas of growth that the teacher might need to address or reteach the next day. | I | 10 minutes |
| Number Talk - The teachers selects a small group of students who are above grade level in math to complete a number talk together at the carpet. The teacher goes over the strategy of making ten using the following problem: 9 + 1, 9 + 1 + 4, 9 + 5, 9 + 8. | SM/I | 10 minutes |
Assessment:
Check for understanding - Thumbs up, thumb in the middle, or thumbs down.
Problem Set - select the folder “G1-M4 student problem sets” pages 9 and 10
Exit Ticket - select the folder “G1-M4 exit tickets” page 5
Number Talk
Wrap-Up/Closing:
Extension Activity (for intervention or enrichment):
ATTACHMENTS