Lesson Plan Format

Elementary Math, Elementary Science, and All Secondary Subjects

Origo Lesson 6.4
Date of
Lesson:
Feb. 4, 2014
Grade
Level:
1
Subject:
Math
Lesson
Plan #:
1
Lesson Title: Big Idea, Essential
Question, or Theme
Comparing Quantities Less than 100
Common Core State
Standard and/or State
Standards:
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.
Learning Targets/Objectives:
Consider active verbs such as identify,
analyze, interpret, predict, evaluate, etc.
when writing. For example: The students
will ______ (content of standards above) by
_______ (how will you know students met
this standard - what is your criteria?)
The students will compare two two-digit numbers by
analyzing number names and selecting the larger
number by correctly (orally and written) identifying the
number by its number name and by the number of 10s
and the number of 1s.
Academic Language: Outline how
each of the following are met:
1) VocabularyList subject specific words,
symbols, and phrases that are critical to
students understanding the lesson;
2) FunctionDescribe how language is
being used;
3) DiscourseExplain how you will
communicate these necessary terms;
4) SyntaxInclude any formulas (eg. 7y =
21) or structures (eg. Sentences) used.
1) The academic vocabulary terms will be number
name, numeral, digit, tens, ones, greater, less.
2) Students will use vocabulary throughout the practice
time as they interpret workbook illustrations to
identify greater and lesser numerals based on
groups of ones and tens.
3) Vocabulary terms will be referred to during the
lesson and students will be assessed informally as a
group as they demonstrate the meaning to each
term. However, because of the young ages, students
will not be asked to write down the vocabulary words
themselves.
4) In the practice section of the lesson, students will
demonstrate knowledge of syntax by completing fill
in the blanks such as _____ is greater/less than
_____ with the numerals they have identified.
Learning Activities: Choose a model of instruction based on your discipline. As you write, include the
following as part of your lesson:
! Provide engaging opening activities that get at students prior knowledge;
! Connect activities with your chosen learning objectives and note how you will communicate those
to students;
! Organize activities using discipline specific headings (5Es, Notebook Model, Burns Model, etc.);
! Include both individual and small group/pairs work;
! Describe how ELL, IEP, 504 and other special needs students will receive personalized
instruction;
! Utilize both formative and summative assessment strategies throughout the lesson.
Time Activity

10:15 AM

10:20 AM

10:30 AM

10:35 AM

10:55 AM
Single Simple Sentence Lesson Focus: Today we are comparing and
writing two-digit numbers by analyzing their number names. Ask
students to turn to his partner and say in his own words what we are learning
today in math and why this is important to learn. Then ask for 2-3 students to
share with the whole group what he and his partner discussed.

Engage:
Have one student draw a number card and write the number on the board.
Have another student draw a second number card to be the second digit of
the number. Ask students to say the number name. Represent the number
with unit cubes. Repeat. Explain that each number" is called a digit and ask
students to repeat this. Say The number on the right tells us how many
1s or extras we have and the number on the left tells us how many 10s
(or groups of ten) we have. Have students demonstrate understanding of
each number on the board using skip counting by 10s and adding additional
1s.

Explore:
Explain that each number" is called a digit and ask students to repeat this.
Say The number on the right tells us how many 1s or extras we have
and the number on the left tells us how many 10s (or groups of ten) we
have. Have students demonstrate understanding of each number on the
board using skip counting by 10s and adding additional 1s.

Explain:
Move students back to their desk groups. Project the two digit numbers
included in the teaching materials. Point to the digit in the tens place and say
If this digit (point to the tens place) tells us how many tens and this
(point to the ones place) digit tells us how many ones, how would we
say the number? Repeat for all the numbers in slide without pointing to
each digit. Ask students How many tens do we have? How many ones do
we have? What is the number name? Project the same numbers two at a
time. Ask students to compare the two. Say Which number is greater and
which number is less?

Extend/Elaborate:
Direct students to the appropriate practice pages in their Student Journals.
Read directions for each section aloud to the class and solve the first practice
problem together. Ask students What can you do if you get stuck, need
help, or finish early? Remind them to use the unit cubes if they need help
visualizing the numerals. Gifted students will need additional work, and they
can choose from several options: work in their ORIGO practice books, assist
other students with their work, or tackle the extension worksheet on ordering
numerals. ELL students will need additional individual explanation with visual
aids (as shown in research conducted by Crandall, 1987, ELL students learn
best when able to use concrete objects to clarify and reinforce new
concepts). A small group of six ELL, IEP, and low performing students will
work with me to complete the practice pages together as a group using unit
cubes and other visual aids. All other students will work the problems
independently, with assistance as needed.

Evaluate:
Bring students back together on the carpet. Ask What were we learning
today? Ask students to give a thumbs up if they felt good about the lesson
or a thumbs down if they still need practice to understand the lesson. Then
ask students to tell a friend what he/she did not understand.
Grouping Students for Instruction: Specify how you will select the groups based on size, mix of
cultural, gender, SES, learning styles, etc. as appropriate.
Students are in desk groups of 4 with a mix of gifted and struggling students in each
group. Within desk groups each child has a learning buddy from whom he can ask for
help. Each desk group has been designed to mix a student who is capable and willing to
help teach the others. This is important to my groupings because not only do these
students benefit the other students with their teaching, but teaching something is also the
best way to learn something very well so it is beneficial in multiple ways. English language
learners are paired with students whose first language is English and who are competent
in reading and explaining to their ELL buddy.
Instructional Materials, Resources, and Technology: Include all resources needed for the
lesson including copies of materials for students to complete.
The materials needed for this lesson include number cards, unit cubes, crayons, Mimio
board, projector, ORIGO Stepping Stones Student Journal, ORIGO Stepping Stones
Practice Book.
Assessment Tools and Procedures: How will you know the students have achieved each learning
target chosen for this lesson above? Consider what formative and summative assessment strategies you will
use. Attach blank copies of assessment materials used in your lesson. Provide the criteria for assessments
used such as rubrics or other scoring guides.
I will know that students have achieved the learning target by informal assessment as I
ask students to orally identify numbers by their number name and the number of 10s and
1s in each number. Students will show understanding of the topic by correctly comparing
two two-digit numbers by writing in their Student Journals.
Educational Theories and/or Theorists: Include the names of at least three theories and/or
theorists from whom you have gained information in planning this lesson. Describe how those theories inform
your teaching. Cite references in your lesson activities.
(Burns, 2007) 5E Model for Instruction. This is the structure of my lesson plan. I like this
model because it begins with some sort of engaging opening activity to grab students
attention and set the tone for the rest of the lesson. As the lesson progresses, students
explore, the teacher explains, we have time to extend and elaborate the lesson, and then
the entire class is able to evaluate the lesson. Evaluation is so important to reflect on what
we learned, what we still need to learn, and what we can do to continue learning.
Crandall, 1987) Using visuals to teach math to ELL students. English Language
Learners learn best using concrete objects, graphics, and manipulatives to clarify and
reinforce new concepts. For this reason, my ELL students were included in my small
group during practice time, using blocks to represent problems and allowing time for re-
wording or further explaining prompts.
(Morin & Miller, 1998) Concrete-Representational-Abstract. CRA is the gradual
movement from using concrete materials (unit cubes) to using representational terms
(drawings given in student journal) to finally using abstract terms (numbers) to teach a
mathematical concept.
Date of
Lesson:
Feb. 5, 2014
Grade
Level:
1
Subject:
Math
Lesson
Plan #:
2
Lesson Title: Big Idea, Essential
Question, or Theme
Comparing Two-Digit Numbers - Place Value
Common Core State
Standard and/or State
Standards:
CCSS.Math.Content.1.NBT.B.3 Compare two two-digit
numbers based on meanings of the tens and ones
digits.
Learning Targets/Objectives:
Consider active verbs such as identify,
analyze, interpret, predict, evaluate, etc.
when writing. For example: The students
will ______ (content of standards above) by
_______ (how will you know students met
this standard - what is your criteria?)
Students will use place value to decide which of two
numbers is greater by comparing the digits in a place-
value chart and correctly choosing the large numeral in
the student journal written work.
Academic Language: Outline how
each of the following are met:
1) VocabularyList subject specific words,
symbols, and phrases that are critical to
students understanding the lesson;
2) FunctionDescribe how language is
being used;
3) DiscourseExplain how you will
communicate these necessary terms;
4) SyntaxInclude any formulas (eg. 7y =
21) or structures (eg. Sentences) used.
1) The most important vocabulary terms that students
should know are digit, numeral, greater than, and
less than.
Digit: a written symbol for any number 0 - 9
Numeral: one or more digits that make a single number.
Greater than: larger than.
Less than: smaller than.
2) These vocabulary terms are important to students
because they are found in the student journal.
Students must know the difference between digit
and numeral so they can differentiate between the
many numbers in math. When the student journal
pages ask a student to compare the digit in the 10s
place, the student should know to refer to the digit
not the entire numeral. Correctly differentiating
between these terms allows students to accurately
describe the work they are doing. These are
beginning steps to building math-specific vocabulary.
3) I will demonstrate to students during instruction what
digits and numerals are. For example the number 89
has two digits: one digit is 8 and the other digit is 9.
Eighty-nine itself is not a digit. However, both digits
together make up the numeral.
4) An example of the sentence structure in this lesson
is the following: Compare the numerals:
88___________90. Students then choose to write
either greater than or less than in the blank.
Another example asks students What would you do
if the digits in the tens place were the same? to
which students should identify that they would look
to the ones place to compare the numbers.
Learning Activities: Choose a model of instruction based on your discipline. As you write, include the
following as part of your lesson:
! Provide engaging opening activities that get at students prior knowledge;
! Connect activities with your chosen learning objectives and note how you will communicate those
to students;
! Organize activities using discipline specific headings (5Es, Notebook Model, Burns Model, etc.);
! Include both individual and small group/pairs work;
! Describe how ELL, IEP, 504 and other special needs students will receive personalized
instruction;
! Utilize both formative and summative assessment strategies throughout the lesson.
Time Activity

10:15 AM

10:18 AM

10:30 AM

10:50 AM

Single Simple Sentence: "Today we are continuing to practice comparing
two-digit numbers. Ask students to turn to his partner and say in his own
words what we are learning today in math and why this is important to learn.
Then ask for 2-3 students to share with the whole group what he and his
partner discussed.


Review:
Ask students What did we learn yesterday in Stepping Stones?
Encourage right-track responses and expand to correct any misconceptions.

Instruction (whole group on carpet):
Show students four trains of connecting cubes. Ask How would I use these
cubes to make two groups so one group is much larger than the other?
What numbers could we choose? Encourage students to suggest number
pairs and write them on the board. Discuss the number of tens and ones in
each pair. Write the numerals 34 and 43 on the board. Ask students Which
numeral is larger? How do you know? Which part of the numeral helps
you decide? Encourage students to use thinking such as 43 has 4 tens
and 34 has 3 tens. Pair students and distribute resource cards. Ask students
to each represent a two-digit number using the cards, say the number name,
and (together with their partner) to decide which number is greater.

Practice:
Direct students to return to their desk groups. Project the student journal
pages and read instructions aloud to students. Read directions slowly and
carefully so the ELL students can understand. Solve an example from each
section together and ask students questions such as How did you do that?
Which digit helped you decide? Ask students What can you do if you get
stuck, need help, or finish early? Remind them to use the unit cubes if
they need help visualizing the numerals. Gifted students will need additional
work, and they can choose from several options: work in their ORIGO
practice books, assist other students with their work, or tackle the extension
worksheet on ordering numerals. A small group of six ELL, IEP, and low
performing students will work with me to complete the practice pages
together as a group using unit cubes and other visual aids and additional
explanations. All other students will work the problems independently, with
assistance as needed.

Evaluation:
Bring students back together on the carpet. Ask What were we learning
today? Project the numbers 58 and 65 on the board and cover the tens
place. Ask students Which number is greater? Do we need more information
before we can figure out which number is greater? Allow students to explain
thinking before showing the tens digit. Then ask students to determine which
number is greater. Say Lets look at 23. Is 23 the same as 20 + 3? Is 23 the
same as 10 + 10 + 3? Encourage students to explain their thinking.

Student Voice:
Pair up students and ask them to tell their partners what they learned in math
today. Ask them to give a thumbs up if they felt good about the lesson or a
thumbs down if they still need practice to understand the lesson. Then ask
students to tell their partner what (s)he did not understand.
Grouping Students for Instruction: Specify how you will select the groups based on size, mix of
cultural, gender, SES, learning styles, etc. as appropriate.
Students are in desk groups of 4 with a mix of gifted and struggling students in each
group. Within desk groups each child has a learning buddy from whom he can ask for
help. Each desk group has been designed to mix a student who is capable and willing to
help teach the others. This is important to my groupings because not only do these
students benefit the other students with their teaching, but teaching something is also the
best way to learn something very well so it is beneficial in multiple ways. English language
learners are paired with students whose first language is English and who are competent
in reading and explaining to their ELL buddy.
Instructional Materials, Resources, and Technology: Include all resources needed for the
lesson including copies of materials for students to complete.
The instructional materials needed for this lesson include unit cubes, student journal,
Mimio board.
Assessment Tools and Procedures: How will you know the students have achieved each learning
target chosen for this lesson above? Consider what formative and summative assessment strategies you will
use. Attach blank copies of assessment materials used in your lesson. Provide the criteria for assessments
used such as rubrics or other scoring guides.
Students will demonstrate understanding of place-value by determining the larger number
in a pair of two-digit numbers and explaining orally (during whole class evaluation) how
they choose the larger number. Students will also demonstrate understanding by
individually completing their student journal work pages.
Educational Theories and/or Theorists: Include the names of at least three theories and/or
theorists from whom you have gained information in planning this lesson. Describe how those theories inform
your teaching. Cite references in your lesson activities.
(Crandall, 1987) Teaching math to ELL students. English Language Learners learn best
using concrete objects, graphics, and manipulatives to clarify and reinforce new concepts.
(Morin & Miller, 1998) Concrete-Representational-Abstract. CRA is the gradual
movement from using concrete materials (Unifix cubes) to using representational terms
(drawings given in student journal) to finally using abstract terms (numbers) to teach a
mathematical concept.
(Vygotsky, 1930) Social Development Theory. This theory states that social interaction is
critical for cognitive development. As I have my students paired and discussing the lesson
together, they are engaged in social interaction and therefore are making more
connections in their brains to the learning target and are cementing the lesson ideas more
effectively.
6.6
Date of
Lesson:
Feb. 6, 2014
Grade
Level:
1
Subject:
Math
Lesson
Plan #:
3
Lesson Title: Big Idea, Essential
Question, or Theme
Using place value to order two-digit numbers.
Common Core State Standard
and/or State Standards:
CCSS.Math.Content.1.NBT.B.2 Understand that the two
digits of a two-digit number represent amounts of tens and
ones.
Learning Targets/Objectives:
Consider active verbs such as identify,
analyze, interpret, predict, evaluate, etc.
when writing. For example: The students will
______ (content of standards above) by
_______ (how will you know students met
this standard - what is your criteria?)
Students will demonstrate understanding that two-digit
numbers represent amounts of tens and ones by ordering
numbers based on written and oral analysis first of the
digit in the tens place then the digit in the ones place.
Students will show this by completing at least 80% of their
student journal pages and actively participating in whole
class discussion and explaining rationale.
Academic Language: Outline how
each of the following are met:
1) VocabularyList subject specific words,
symbols, and phrases that are critical to
students understanding the lesson;
2) FunctionDescribe how language is
being used;
3) DiscourseExplain how you will
communicate these necessary terms;
4) SyntaxInclude any formulas (eg. 7y =
21) or structures (eg. Sentences) used.
1) The academic vocabulary terms will be greater, less.
2) Students will use vocabulary throughout the practice
time as they interpret workbook illustrations to identify
greater and lesser numerals based on analysis of the
digits in the ones and tens places.
3) Vocabulary terms will be referred to during the lesson
and students will be assessed informally as a group as
they demonstrate the meaning to each term. However,
because of the young ages, students will not be asked
to write down the vocabulary words themselves. These
terms have been consistent through the lesson set, so
students should be quite familiar already with the
terms.
4) Some examples of syntax used in the lesson are:
Write these numbers in order from least to
greatest (78, 71, 69, 80), Write these numbers in
order from greatest to least (90, 82, 88, 18), Write
numbers to show least to greatest (13, 17, 27, __,
__, 52), and Write numbers to show greatest to least
(88, __, 61, 36, __, 4).
Learning Activities: Choose a model of instruction based on your discipline. As you write, include the following as
part of your lesson:
! Provide engaging opening activities that get at students prior knowledge;
! Connect activities with your chosen learning objectives and note how you will communicate those to
students;
! Organize activities using discipline specific headings (5Es, Notebook Model, Burns Model, etc.);
! Include both individual and small group/pairs work;
! Describe how ELL, IEP, 504 and other special needs students will receive personalized instruction;
! Utilize both formative and summative assessment strategies throughout the lesson.
Time Activity

10:15 AM

10:25 AM

10:35 AM

10:48 AM

10:55 AM
Single Simple Sentence: We are ordering numbers from least to greatest
and greatest to least by analyzing the place values.

Engage:
Ask students to turn to his partner and say in his own words what we are
learning today in math and why this is important to learn. What we are
learning today? Listen to pairs responses and then ask Why is this
important for us to learn? How would this help us in real life? Ask for 2-3
students to share with the whole group what he and his partner discussed. Give
one numeral card each to five students and ask them to arrange themselves in
order from least to greatest number without talking. When the order is
completed, ask the class: Is this order correct? Adjust the order if necessary.
Repeat with other students and the numeral cards for 1, 4, 5, 7, and 9, then 11,
12, 13, 14, and 15, then 12, 15, 18, 19, and 20.

Explore:
Select the numeral cards for 2, 8, 13, 16, and 18. Give one card each to five
students and ask them to arrange themselves without talking from least to
greatest in a line facing the class. When the order is completed, ask: How do
you know you are in the correct order? Discuss the students thoughts and
bring out the idea that the numbers could first be split into two groups by looking
at whether they were greater or less than 10. Then the numbers in each group
could be compared to figure out the order. Distribute ten different numeral cards
to ten different students and repeat the activity. Repeat the activity with random
1-99 numeral cards. Before starting, say: These cards have numbers
between 1 and 99 so think about where you would be in the line - would
you be closer to the middle of the line, or closer to one of the ends. During
discussion afterward, emphasize how looking at the digit in the tens place first
makes it much easier to order.

Explain:
Write the numbers 5, 13, 20, 22, 67, and 89 on the board. Ask students how we
would order these. Emphasize that looking at the digit in the tens place first
makes it much easier to identify which number is larger/smaller.

Extend/Elaborate:
Direct students to their desk groups. Ask Can you remind me what we are
learning and practicing right now? Listen for students ideas and correct any
misconceptions, praise any ideas that are on the right track. Project the student
journal pages on the whiteboard and read directions aloud to the whole class.
Solve one problem of each set together, making sure the students understand
the directions and know what to do. Ask students What can you do if you get
stuck, need help, or finish early? Remind them to use the unit cubes if they
need help visualizing the numerals. Gifted students will need additional work,
and they can choose from several options: work in their ORIGO practice books,
assist other students with their work, or tackle the extension worksheet on
ordering numerals. ELL students will need additional individual explanation with
visual aids (as shown in research conducted by Crandall, 1987, ELL students
learn best when able to use concrete objects to clarify and reinforce new
concepts). A small group of six ELL, IEP, and low performing students will work
with me to complete the practice pages together as a group using unit cubes
and other visual aids. All other students will work the problems independently,
with assistance as needed.

Evaluate:
When students have finished their work, the work is checked by myself or the
aide and stamped when the student has completed each page of the practice
pages correctly. Ask students to describe in their own words what we learned
Grouping Students for Instruction: Specify how you will select the groups based on size, mix of cultural,
gender, SES, learning styles, etc. as appropriate.
Students are in desk groups of 4 with a mix of gifted and struggling students in each group.
Within desk groups each child has a learning buddy from whom he can ask for help. Each
desk group has been designed to mix a student who is capable and willing to help teach the
others. This is important to my groupings because not only do these students benefit the
other students with their teaching, but teaching something is also the best way to learn
something very well so it is beneficial in multiple ways. English language learners are paired
with students whose first language is English and who are competent in reading and
explaining to their ELL buddy.
Instructional Materials, Resources, and Technology: Include all resources needed for the lesson
including copies of materials for students to complete.
The materials required for this lesson include unit cubes, Origo Stepping Stones student
journal, Mimio board, numeral cards.
Assessment Tools and Procedures: How will you know the students have achieved each learning
target chosen for this lesson above? Consider what formative and summative assessment strategies you will use.
Attach blank copies of assessment materials used in your lesson. Provide the criteria for assessments used such
as rubrics or other scoring guides.
I will know students have achieved the learning target through participation in whole class
discussion and by completing at least 80% of their student journal pages. The small group of
six ELL, IEP, and slower processing students working with me will demonstrate progress in
understanding by working cooperatively, staying on task, and using logical reasoning skills to
solve problems rather than guessing answers. These students are provided with scaffolding
assistance to progress towards effective individual work and self-monitoring.
Educational Theories and/or Theorists: Include the names of at least three theories and/or theorists
from whom you have gained information in planning this lesson. Describe how those theories inform your teaching.
Cite references in your lesson activities.
(Burns, 2007) 5E Model for Instruction. This is the structure of my lesson plan. I like this
model because it begins with some sort of engaging opening activity to grab students
attention and set the tone for the rest of the lesson. As the lesson progresses, students
explore, the teacher explains, we have time to extend and elaborate the lesson, and then the
entire class is able to evaluate the lesson. Evaluation is so important to reflect on what we
learned, what we still need to learn, and what we can do to continue learning.
Crandall, 1987) Using visuals to teach math to ELL students. English Language Learners
learn best using concrete objects, graphics, and manipulatives to clarify and reinforce new
concepts. For this reason, my ELL students were included in my small group during practice
time, using blocks to represent problems and allowing time for re-wording or further explaining
prompts.
(Vygotsky, 1930) Zone of Proximal Development. Students are able to perform some skills
independently, but other skills can be performed only if the student has assistance. ZPD is the
basis for scaffolding. Many of my students are able to complete their work as long as the aide
or I can assist them. This typically means asking the right questions to develop the students
mathematical thinking to lead to a deeper understanding.