Student: Lizzie Streveler

Grade Level: 1st

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Math/Art Integration--2007 ACEI Standards

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal– Students will understand how to add 10 and take-away 10 from a two-digit
number.

B. Objective(s) – Given a two-digit number, students will write the new number
when adding 10 more and write the new number when taking 10 away.
The students will produce a mixed-media art project using paper, paint, markers, and
sticks to create shape, texture, color, and space.

C. Standard(s) – 1.NS.5: Find mentally 10 more or 10 less than a given two-digit

number without having to count, and explain the thinking process used to get the
answer.
1.7.1 Identify and apply elements (line, shape, texture, color, and space) and
principles (repetition and variety) in artwork.

II. Materials & Management:

A. Materials: place-value manipulatives for each student, overhead projector, white
boards/tissue/marker for each student, clipboards for each student, numbers posted
around the room, pair of dice, place-value chart for each student
B. Time: The lesson will last approximately 1 hour and 10 minutes (Anticipatory Set-3
minutes, Modeled Practice-10 minutes, Guided Practice-15 minutes, Independent
Practice-15 minutes, Closure-5 minutes, Art Project-20 minutes)
C. Space: Modeled Practice and Guided Practice-sitting in seats, Independent
Practice-scattered throughout the room, Closure-small groups
D. Behavior: My cooperating teacher enforces a positive incentive behavior
management system by rewarding cooperative behavior with candy. When she spots
students actively participating, being good listeners, and following directions, she
gives them one M&M/skittle. For example, she will say, “I like how Jamir is sitting
quietly with his hands in his lap.” She will then walk over and hand him a piece of
candy. I will enforce this during my lesson since it is already in effect and proves
effective.
E. Technology: Projector to model manipulatives

III. Anticipatory Set: Students will watch the following video to activate previous and
background knowledge. https://www.youtube.com/watch?v=Nm6OzQKQ3wg

IV. Purpose: “Today you will be learning how to add ten or take-away ten from a number,
because it will be important to know when you learn more about counting and using money.”

PLAN FOR INSTRUCTION

V. Adaptation:
For students who struggle with fine-motor skills, he or she will be given larger/block-
size manipulatives that will be easier to operate.
For students who struggle understanding math concepts because of LD, MID, etc., he
or she will be partnered with an average performing students who verbalizes his or
 her thought process. This will aid the struggling student by allowing him or her to
hear the process and then complete it him/herself.
For struggling students, I can also provide a hundreds chart for them to reference
throughout the lesson. This will allow them to identify the correct numbers and check
their work.

VI. Lesson Presentation:

Input:
Modeled Practice:
o Display place-value manipulatives that students will be using on the overhead
projector. During this time, review with students how to represent a two-digit
number.
o Have the students help you create the number forty-five with the blocks
through questions. “Can anyone tell me how many tens are in the number
forty-five?” Once students answer, grab four, tens sticks and display them
on the projector. “Now can anyone tell me how many ones are in the
number forty-five?” Once students answer, grab five, ones blocks and
display them on the projector.
o Then explain to students how to add or subtract one cube to find the
number that is one more or one less. This will review what they already
know and prepare them to review adding ten more or taking away ten.
o Now discuss how the ones place changes when doing one more and one
less.
o Repeat the above process again. However, practice adding ten and taking away
ten. Repeat this entire process with the numbers 70, 24, and 52. To do this, follow
the same steps as listed above. After each number, reinforce the idea that the
tens place changes when you add or take away ten from a number

Guided Practice:
o At this point in time, every student should have a set of ones blocks and tens
sticks manipulatives and an individual white board with a marker and tissue.
Students will now practice at their seats, what was demonstrated for them on the
projector.
o Roll two dice to create a number (roll dice and write the number on the board i.e.
rolled a three and one, write the number 31 to display on the overhead projector).
Create this number with manipulatives on the projector and have students do the
same. (Walk around and observe/assist students with this)
o Once students have all created the number with their manipulatives, ask them to
add ten to their blocks. After they have done this, they should write the new
number on their individual white boards. (Walk around and observe/assist
students with this) (When everyone seems to finish, have them hold up their
whiteboards and look around at everyone’s answers)
o When everyone is done, state what the answer is. Create the new number with
your set of manipulatives that are projected. Talk through this process. Repeat the
above bullet point, but instead ask them to take away ten. (Walk around and
observe/assist students with this) (When everyone seems to finish, have them
hold up their whiteboards and look around at everyone’s answers). When
everyone is done, state what the answer is. Create the new number with your set
of manipulatives that are projected. Talk through this process.
o I will repeat this until students seem to grasp the content. This will probably take
4-7 rounds of rolling the dice and practicing. I will repeat the above bullet points
for each new number rolled. I will continue reinforcing the idea that the tens place
is what changes when adding or taking away ten.
Output:
Independent Practice:
o At this point in time, every student should have a clipboard, pencil, and place-
value chart. There will also be multiple two-digit numbers posted around the
room. Each student will have their place-value chart on their clipboard with a
pencil, and they will each be standing by a number.
o This activity will allow students to get up and move around and show you their
understanding of the skill. The students will rotate around the room to different
double-digit numbers and practice taking away ten and adding ten to a number.
o Practice the first one together (each student will have a different number so do
not say the numbers aloud, just the ideas). Students will need to write down the
number they are standing at (walk around to see when everyone is done). Since
students have already used the place value charts, they will know how to fill them
out.
o Once students have their number written down, ask them to add ten to that
number and write the new number in the chart (walk around to observe and
assist students as needed). Then ask them to take away ten from that number
and write the new number in the chart (walk around to observe and assist
students as needed).
o Students will rotate around the room to the numbers posted on the wall. They will
repeat the above bullet points independently. Walk around the room and observe
students and assist when necessary. For students who are still struggling, pull
them aside and allow them to use their manipulatives.

VII. Check for understanding

o To check the students’ understanding, I will be completing multiple observations
throughout the lesson. I will be asking multiple questions and listening for
students’ answers. Their responses and accuracy of responses will show me who
is understanding the content and who is not. Additionally, I will be analyzing the
answers they write on their white boards during the guided practice. Students will
be working on their own and having to write their own answers. This will allow me
to see who is mastering the content.

VIII. Review learning outcomes/ Closure

o I will write a two-digit number on the board. Students will be back at their desks
and sitting in their small groups at this time. “Everyone look at the number I
wrote on the board. With the people at your table, I want you to talk about how to
decide what number makes ten more or ten less. What place do you have to think
about? What process do you have to go through?” (Give students a few minutes
to share their ideas and then call on each group to share one idea)

PLAN FOR ASSESSMENT

Formative: I will use my observations and questions to take formative
assessment. I will also use my white board activity. See Check for Understanding
Summative: I will collect all of the students’ place value charts at the end of the
independent practice. I will grade these activities and use them as my summative
assessment. They were able to work independently and show me how well they
knew the content through this activity. I will also assess students’ artwork to
ensure they followed directions and painted the correct amount of apples.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. How did the core subject support the art experience?
Art Activity:
Materials: plain white paper for each student, green construction paper for each
student, blue markers, yellow markers, green paint, brown paint, red paint,
paintbrushes, glue sticks
Activity Directions:
1. Use green paint to create a horizon line (the ground/grass)
2. Use brown paint to create three tree trunks. The trunk in the middle should
be the tallest, with the two on the outside the shortest.
3. Take the green construction paper and rip it into multiple small quarter
size, or slightly bigger pieces.
4. Use the ripped paper to create leaves. Glue the paper on the tree trunks.
5. Students will be given a number; they will paint this amount of apples on
the middle tree.
6. On the left tree, the student will paint ten less apples than the tree in the
middle.
7. On the right tree, the student will paint ten more apples than the tree in
the middle.
8. In the white space in the sky, draw two blue clouds on one side.
9. Take the yellow fabric or pipe cleaners and create a sun. Cut a small
section to form a circle. Cut more small sections to make lines around the
circle.
10. Glue the sun to the remaining white space in the sky.
11. Fill in the sun with a yellow marker.
12. Use the blue marker to create wind swirls in the remaining white space.