Name: Joanna Denny Grade/Subject: 1st grade Math Date:

3. Texas Essential Knowledge and Skills (TEKS): (C2)

§111.3. Mathematics, Grade 1, Adopted 2012.

4. (3) Number and operations. The student applies mathematical process standards to develop and use strategies for
whole number addition and subtraction computations in order to solve problems. The student is expected to:

(A) use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems
up to 99;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
1. Understand place value, 2. Use place value to help understand properties of addition, 3.Model appropriately and efficiently,
4.Understand friends of ten, 5. Be able to use tens of friends to solve addition problems

3. SMART By the end of the lesson students will add within 100 including a two-digit and one-digit number and
Objective(s): (C3) adding a two-digit and a multiple of 10, using district approved math tools and strategies correctly in 4 of
5 trials.

Essential Question: What strategies can you use to add a two-digit and one-digit number or a two-digit and a multiple of 10?

4. Central Focus This lesson will link with other lessons in the unit because it will provide the students an
(C4) understanding with decomposing numbers to make friends of ten. This will allow the students
How will this lesson link background knowledge when it comes time for subtracting in the lesson.
with other lessons in the
unit? I can apply mathematical process to solve problems.
I can use concrete and pictorial models to determine the sum of a multiple of 10 or up to 99.
Learning Targets I can use concrete and pictorial models to solve addition and subtraction problems in math.
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify): explain, describe, evaluate, compare
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines): Greater than,
content area in decompose, friend of ten, addition, ten frame, analyze, compare
meaningful ways.

There are 4 language

demands to consider as
you require students to Discourse (Structures of written and oral language, how will they talk, write, and participate in
read, write, speak, listen, knowledge construction: discussions, reports, essays, multi-media presentations, performance): class
demonstrate and perform. discussions, performance, and individual reports

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables): graphic organizers,
charts, and outlines

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Summarizing
understand, use, and
practice the concepts and
language they need to 2. Notetaking
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Notetaking
strategy.
-Talk: Small group

Syntax - (GO TO Page)

1. Non-linguistic representation

2. Small group

Making Content Comprehensible (R9)

Notetaking (Graphic Organizers)

, Word Wall, Table Talk

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Lesson exit tickets
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: End-of-unit test
 Assessment of your language demands:
Formative: : Small group

Summative: Oral report

8. Hook (C7) Hook activity (make connections to prior learning) One way that I would make connection to prior
learning is providing the students with recall cards and giving them a time frame too write, draw, or
represent somehow what they know about numbers. I would also use videos about the math that we are
Closure (C7) doing after. Another day a math ball would be passed around to practice adding up a one-digit number
with 10.

Student Assets (C7) Closure Activity: (make connections to prior learning) A closure activity that would be presented is an
exit ticket. Each day it would change to see if the students are understanding the concepts being taught.
For example, one-digit plus 10. The next day it might be simple two-digit number plus a single and so on.

Personal assets:
Cultural assets:
Community assets:
9. Body of Lesson/
Teaching Strategies and I DO – I can add multiples two-digit and one-digit numbers by decomposing numbers.
Learning Task(s)
(C9) WE DO – We can add two-digit numbers up to 100 by recognizing friends of ten.

Be sure to include: YOU DO – You can solve math equations using what you know about friend of ten,
How will students learn decomposing, and addition for numbers up to 100.
and use academic
language? Students will learn and use academic language by using it every day in the classroom. I will
introduce it using visuals and keep the posters up around the room for the students to refer back
to.
Three higher order
thinking questions.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

Marzano Strategy content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Models and cooperative grouping

o Gifted / advanced learners: Level of complexity and advanced organizers

Technology: -(GO TO page) Google slides to create and practice problems to show
comprehension.
 Marzano Strategy - (GO TO page) cooperative grouping and advanced organizers

Higher Order Thinking Questions (GO TO page)

1. What is the first step that we need to do in this problem?
2. What is a strategy that we need to use in this type of problem?
3. Why do we need to do that?

Grouping / Partnering Technique: (Hattie) Grouping would be based on students’

academic level and what their baseline is. Small group would be used so I can target what
each group needs more to make the biggest impact.

Potential misconceptions and your plan to address it: Students adding the tens place first
instead of the ones. I would start by having a heart over the ones place first to have
students start with that. Then I would take it away to see about comprehension.

10. Resources and Math journals, lesson papers each day, visual notes, counters, district approved hands-on
materials needed (C9) materials, pencils, glue, scissors

(E7)
(How might you differentiate materials and resources for learners with various needs?)

Filled in notes, visual notes, group work, proximity to the teacher, different hands-on
materials

Visual timer- I would use this on a desk of a student who needs it to know how much time
is left working.
Graphic organizers- this would be used to take notes for all students but ones that need it
would already be filled in so they just follow along with the lesson
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom Cold call during lesson to ensure that every student is engaged because they never know
Management Strategies when they might get called on to answer a question in social skills.
(CBM5) Positive behavior reinforcement such as extra points in their behavior report cards for the day,
What procedures will you extra money to spend at the behavior store, or something out of the treasure box for those
employ to manage students who have participated and follow all expectations.
transitions, behavior, Every student will be responsible for getting their own journal and I would pass out materials so
passing out materials, it would go faster. Transition would be expected to have no side conversations so we can get
engagement, etc.?
through the lesson and positive praise will be given to those who can follow directions.
Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Preferential seating
strategies and planned
supports, will you employ to 2. Oral Response
meet the needs of each
student that has identified
3. Extra time
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Simplified vocabulary

2. Different pace learning (increase or decrease)

3. Adapt delivery oof instruction (visual aids, hands-on, pass/no pass grading option)

(E11) Strategies for ELLs (strategies that support language acquisition)

1. Gestures

2. Visuals

3. Build topic related vocabulary

4. Simplified vocabulary

5. Cues