STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Emily Staats Grade: 1st Topic: Place value

Students will explore place value by grouping objects into sets of ten and leftover ones.
Brief Lesson Description:
Through hands-on activities, they will practice organizing collections and writing numerals. This lesson
encourages collaboration and discussion to reinforce understanding.

Specific Learning Outcomes:

Students will be able to identify the value of digits in a number based on their position.
Students will demonstrate the ability to group objects into sets of ten and leftover ones.
Students will accurately write the corresponding numerals for the grouped objects.
Students will understand the concept of place value and its importance in representing numbers efficiently.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
The lesson on grouping objects into tens and ones was designed to be inclusive and equitable,
considering students' diverse backgrounds and needs. It incorporates hands-on activities and culturally
relevant examples to engage all learners, while also accommodating students with disabilities and
avoiding stereotypes. Ultimately, the lesson aims to create an environment where every student feels
valued and empowered to succeed.

Narrative / Background Information

Prior Student Knowledge:
- Students should have a basic understanding of counting numbers up to at least 110.
- Students should be familiar with counting objects and basic counting principles.
- Students should have been introduced to the concept of numbers as composed of tens and ones (e.g.,
understanding that the number 23 consists of 2 tens and 3 ones).
- Students should have some experience with simple addition and subtraction.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

1.2 The student, given up to Visual Arts SOL 1.8: The NCTM Standard: Number
110 objects, will student will explore, and Operations in Base Ten
a) group a collection into identify, and create art that (1st Grade)
tens and ones and write the depicts mathematical
corresponding numeral. concepts, including
patterns, shapes, and
numbers.

Specific Problem-Solving Strategy being used:

The lesson employs the Concrete-Pictorial-Abstract (CPA) problem-solving strategy. This method progresses
from hands-on manipulation of objects (Concrete) to visual representations (Pictorial), and finally to abstract
numerical concepts (Abstract). This approach aids in understanding place value effectively.

Possible Preconceptions/Misconceptions:
Possible preconceptions and misconceptions students may have included confusion about equal grouping,
counting versus grouping, understanding place value, creating visual representations, and writing
corresponding numerals. Addressing these through explicit instruction, hands-on activities, and visual aids helps
students develop a deeper understanding of grouping objects into tens and ones.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
We'll start by showing them a jar filled with various objects. Ask the students to take a moment to look at the
jar and make an estimate of how many items they think are inside. Encourage them to use their observation
skills and any strategies they know for estimating quantities.
After they've had a chance to make their estimates, we'll have a discussion where students can share their
estimates with the class. We'll write down each estimate on the board without revealing the actual number of
objects in the jar.
Once everyone has shared their estimates, we'll reveal the actual number of objects in the jar by counting them
together as a class. This will give us the opportunity to compare the students' estimates with the actual count
and discuss the similarities and differences.
This activity serves as a way to get the students excited and curious about the lesson. It also helps to activate
their prior knowledge about estimation and the concept of quantity. Later in the lesson, we'll build on this by
discussing the need for efficient ways to represent large quantities, which is our main focus for today.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

1. Begin by distributing the counting objects to each student or group. Ensure that each student has
enough objects to work with comfortably.
2. Explain to the students that they will be exploring the concept of grouping objects into tens and ones.
Emphasize that they will have the opportunity to experiment with different ways of grouping the
objects.
3. Encourage students to work in pairs or small groups for this activity. Assign partners or allow students
to choose their own partners.
4. Instruct the students to start by examining the counting objects and discussing possible strategies for
grouping them into sets of ten and leftover ones. Encourage them to brainstorm ideas together.
5. Once they have discussed possible strategies, allow students to begin experimenting with grouping the
objects. They can physically move the objects around and try out different arrangements to see what
works best.
6. Circulate around the classroom to observe students' progress and offer support as needed. Encourage
students to share their findings with their peers and discuss any patterns or strategies they notice.
7. As students work, be prepared to facilitate discussions and address any questions that arise. Encourage
students to think critically and reflect on their strategies for grouping the objects.
8. After sufficient time has been given for exploration, gather the students back together as a whole class.
Have a brief discussion where students can share their discoveries and any patterns or strategies they
identified during the activity.
9. Wrap up the activity by summarizing key insights and reminding students of the importance of efficient
grouping in mathematics.
Materials Needed:
 Counting objects cubes, counters, beans)
 Instructional materials (flip chart, markers)

EXPLAIN: Concepts Explained and Vocabulary Defined:

1. Start by gathering the students together and briefly reviewing the hands-on activity they just
completed, where they explored grouping objects into tens and ones.
2. Explain to the students that now it's time to reflect on their experiences and make connections to
abstract mathematical concepts related to place value.
3. Use questioning techniques to prompt students to articulate their understanding. For example:
 "What did you notice when you were grouping the objects into tens and ones?"
  "How do you think grouping objects helps us understand numbers better?"
 "Can you explain the importance of place value in representing numbers?"
4. Encourage students to share their thoughts and ideas with the class. As they respond, write down key
points and insights on chart paper or the whiteboard.
5. Introduce vocabulary words such as "place value," "numeral," and "grouping" to support their
understanding. You can define each term and provide examples to illustrate their meanings.
6. Engage students in a discussion about how these vocabulary words relate to their hands-on experiences
with grouping objects. Encourage them to make connections between the concrete activities they did
earlier and the abstract concepts they're learning about now.
7. Provide additional examples or scenarios to reinforce the vocabulary words and concepts. You can use
visuals or vocabulary cards to support students' understanding.
8. Encourage students to use the new vocabulary words as they discuss and reflect on their learning
throughout the lesson.
9. Wrap up the discussion by summarizing key points and highlighting the importance of understanding
place value and the relationship between tens and ones in mathematics.

Vocabulary:
1. Place value: The value of a digit in a number based on its position.
2. Numeral: A symbol or figure representing a number.
3. Grouping: Organizing objects into sets or groups based on a specific criterion.

ELABORATE: Applications and Extensions:

1. Begin by gathering the students together and reminding them of the concept of grouping objects into
tens and ones that they've been exploring.
2. Explain to the students that now they will have the chance to apply their understanding in new contexts
and extend their learning further.
3. Distribute additional collections of counting objects to each student or group. You can use different
types of objects or larger quantities to provide variety and challenge.
4. Challenge students to group the new collections of objects into tens and ones, just as they did earlier.
Encourage them to use their existing strategies and explore new ones as needed.
5. For advanced learners or those who need an extra challenge, introduce the concept of representing
larger numbers using groups of hundreds, tens, and ones. Provide examples and guide them through
the process of grouping objects accordingly.
6. Encourage students to explain their thinking and justify their strategies as they work through the
activity. Ask questions such as:
7. "How did you decide to group the objects?"
8. "Can you explain why you chose that particular grouping strategy?"
9. "How does grouping objects help us represent larger numbers more efficiently?"
10. Circulate around the classroom to observe students' progress and offer support as needed. Provide
feedback and encouragement to help them refine their strategies and deepen their understanding.
11. After sufficient time has been given for the activity, gather the students back together as a whole class.
Have a discussion where students can share their experiences, explain their thinking, and showcase
their groupings.
12. Wrap up the activity by summarizing key insights and highlighting the importance of applying their
understanding in new contexts. Encourage students to continue exploring and extending their learning
in future math activities.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

During the lesson, use questioning techniques and facilitate discussions to monitor students' understanding of
grouping objects into tens and ones. Here are some sample questions:
1. How did you decide to group the objects into sets of ten and leftover ones?
2. Can you explain why grouping objects helps us represent numbers more efficiently?
3. What patterns or strategies did you notice while grouping the objects?
4. How would you represent the number [insert number] using groups of tens and ones?
5. Can you justify your grouping strategy and explain how it relates to place value?
Monitor students' responses to these questions to gauge their comprehension and identify any misconceptions
or areas needing clarification. Provide feedback and guidance as needed to support their understanding.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Objective: Students will demonstrate their understanding of grouping objects into tens and ones and writing
corresponding numerals by completing a project-based assessment.
Project Description:
1. Students will be provided with a collection of counting objects (e.g., cubes, counters).
2. They will work individually to group the objects into sets of ten and leftover ones, representing given
numbers.
3. Once they have grouped the objects, students will write the corresponding numerals for each
represented number.
4. Students will also explain their grouping strategy and justification for their choices.
5. Finally, they will present their project, showcasing their groupings, written numerals, and explanations
to the class.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 ELL
 Gifted learners

The differentiation plan addresses the diverse needs of students in the classroom, including those with
disabilities, English Language Learners (ELL), and gifted learners. For students with disabilities, the plan
includes providing visual aids, breaking down instructions, offering additional support, and allowing for
flexible seating and breaks. ELL students will benefit from visual aids, bilingual materials, paired
activities, hands-on tasks, and extended time for assessments. Gifted learners will be challenged with
extension activities, open-ended tasks, leadership opportunities, and independent research projects.
 These strategies aim to create an inclusive learning environment where all students can succeed.

Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
Tier 1: Students with high- Tier 2: ELL (English Language Tier 3: Gifted Learners Activity:
incidence disabilities Activity: Use Learners) Activity: Collaborative Independent Research Projects
of Visual Aids and Manipulatives Pairing with Proficient English  Gifted learners benefit
 Visual aids and Speakers from opportunities to
manipulatives provide  Collaborative pairing explore topics in depth
concrete representations allows ELL students to and pursue independent
of abstract concepts, interact with proficient study. Independent
making them more English speakers, research projects allow
accessible for students providing language gifted learners to delve
with disabilities. Color- modeling and scaffolding. into complex concepts
coded objects and pictorial Through paired activities, related to place value and
representations help ELL students have grouping, fostering
students visualize opportunities to practice curiosity and creativity.
grouping into tens and language skills in a This tier emphasizes self-
ones, aiding supportive environment. directed learning and
comprehension. This tier This tier focuses on encourages gifted learners
benefits from hands-on language development to take ownership of their
activities and visual through peer interaction education.
supports to enhance and communication.
understanding.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
I'll evaluate my teaching through self-reflection, student feedback, assessment data analysis, and peer
observation. This involves reflecting on my strategies, gathering input from students, analyzing their
performance data, and learning from colleagues' observations. These methods help me improve and
meet all students' needs effectively.
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 Where might/did learners struggle in the lesson?

Learners may encounter difficulties in the lesson, including understanding place value, grasping
grouping strategies, language barriers for ELL students, maintaining attention and focus, and
differentiation needs for both gifted learners and students with disabilities. By acknowledging and
addressing these potential struggles through differentiated instruction and targeted support, educators
can ensure that all learners can engage effectively with the lesson content.
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 How can the lesson be strengthened for improved student learning?

To enhance student learning in the lesson, it's important to establish clear objectives, engage students
with interactive activities, provide explicit instruction, differentiate instruction to meet diverse needs,
use formative assessment to monitor progress, offer opportunities for practice, and facilitate reflection
 and review. By incorporating these strategies, the lesson can effectively promote student engagement,
understanding, and mastery of key concepts.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
The lesson does not explicitly reflect culturally sustaining pedagogies. To enhance it, educators can
incorporate diverse perspectives, experiences, and cultural references that reflect the backgrounds of
all students. This can include using multicultural literature, integrating culturally relevant examples, and
valuing students' cultural identities. Creating an inclusive environment where students feel seen and
valued promotes equity and diversity in teaching.
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