TEKS: Objectives:
1.2B Use concrete and pictorial models to compose Day 1: Students can group objects in groups of
and decompose numbers up to 120 in more than tens and show leftovers as ones.
one way as so many hundreds, so many tens, and Day 2: Students can distinguish between the tens
so many ones. and the ones place.
1.2C Use objects, pictures, and expanded and
Students can use tens and ones blocks to
standard forms to represent numbers up to 120.
represent numbers up to 40.
Grade: 1. Subject: Math Day 3: Students can represent a number 1 to 40
in expanded form.
Task Analysis: Strategy to teach language:
What language needs to be taught: Repetitive exposure
• Place value
• Tens place Day 1:Visual representations (Flash
• Ones place cards which the kids will post on our
math word wall/focus area
• Digit
What skills must be taught:
Day 2: Anchor chart- Decomposing
• Grouping numbers/Composing
• Composing numbers(children will make this with
• Decomposing me
• Representing numbers
Day 3:Video
https://www.youtube.com/watch?v=
1F3AycEDksY
Assessment:
Day 1: Place Value Exit Ticket
Day 2: Gallery Walk
Day 3: Thought web
Strategies for Success: Element of Technology:
Anchor chart, Four corners, Thought Web Smart Board, Video, Seesaw
Learning Styles Addressed: Resources/Materials Needed:
Visual- anchor charts, flashcards, graphic Smart board, chart paper, graphic organizers,
organizers laptops, base ten blocks, manipulatives (beans,
Auditory- song, chant, repetition buttons, etc), activity sheets, pencils
Kinesthetic- manipulatives
Higher Order Questions to Ask:
1. What do you think? 2. Why did you …? 3. How can you prove your thinking? 4. How did you know
to try that strategy? 5. Is your answer reasonable? How do you know? 6. What is another way to
solve this problem? 7. Is your answer correct? How do you know? 8. Can you give me another
example? 9. With what part of __’s explanation do you agree? Disagree? 15. What is something you
are wondering about?
Hook: Closure:
Chant, video, four corners, video, true/false style Exit Ticket
game Gallery walk
Brainstorm/Pair/Share
Teacher Input/Direct Instruction/Modeling:
-Modeling making groups of tens and ones, model composing the number from the groups
-Teach ones and tens block, show composing number from the tens and ones blocks, model
decomposing number into the ones and tens places and then ones and tens blocks
-teach purpose of expanded form
-model using place value chart to find expanded form
-model writing expanded form
Student Activities/Guided Practice:
• Bean scoop and group
• Manipulative number building
• Base ten block decomposing, expanded form mats, thought web
Independent Practice:
Scoop and group, base ten block building, thought web
Modifications/Accommodations Comprehensible Input Techniques:
*repeated prompting with multiple opportunities Direct instruction, monitoring, guided practice
*frontloading of tasks
*aid will help struggling students group while I
come around
*additional time to complete tasks
Delivery Plan Day 1
Objective:
Day 1: I can group objects in groups of tens and leftover.
I can identify a number up to 40 as so many groups of 10 and so many ones.
Opening:
Place Value Bootcamp Chant
Teacher Input:
Access prior knowledge, introduce vocabulary using word wall cards and putting them up on
word wall, review and reteach previous concepts
Model: “I DO”: Model counting ones and making groups of ten. Model use of hundreds chart and
putting numbers in a place value chart. Teach composing numbers from tens and ones. Model
composing and decomposing numbers using beans and base ten blocks.
Guided Practice:
“WE DO”: Students will use their own manipulatives to make groups of tens and ones with the
teacher. We will put the groups and leftover into a place value chart together.
Independent Practice:
“YOU DO”: Students will scoop their own manipulatives from a pail (amounts will vary). They will
separate the items into groups of tens and ones using a graphic organizer. They will then write the
number they have. Students will compare to see who has the most items.
Check for Understanding:
Teacher will walk around and observe students as they work.
Assessment:
Exit ticket, Seesaw assignment
Resources/Materials:
Smart board, chart paper, graphic organizers, laptops, base ten blocks, manipulatives (beans, buttons,
etc), activity sheets, pencils, sticky notes
Closure:
Students will complete an exit ticket composing a number from groups of 10 and ones.
Delivery Plan Day 2
Objective:
Day 2: I can distinguish between the tens and the ones place.
I can use tens and ones blocks to represent numbers up to 40.
I can compose a number up to 40 from a pictorial model and base ten blocks.
Opening:
Video: https://www.youtube.com/watch?v=1F3AycEDksY
Four Corners: Students group up and find pairs using four corners. Each partner is given a picture of
tens rods or ones blocks. The students work with their partner to compose their number.
Teacher Input:
Make anchor chart together with students, access prior knowledge,
Model: “I DO”: Model counting ones and making groups of ten. Model use of hundreds chart and
putting numbers in a place value chart. Model composing and decomposing numbers using unifix
cubes. Model composing and decomposing using base ten blocks.
Guided Practice:
“WE DO”: We will practice decomposing and composing numbers in various ways.
Independent Practice:
“YOU DO”: Students will create their gallery piece. They will roll a dice to find the number of tens and
the number of ones. They will represent the number in multiple ways (base tens, picture, standard
form, unifix cubes, etc) Students will then walk around and give feedback on the gallery enteries.
Check for Understanding:
Teacher will walk around and observe students as they work. Gallery enteries
Assessment:
Gallery Walk
Resources/Materials:
Smart board, chart paper, graphic organizers, laptops, base ten blocks, manipulatives (beans, buttons,
etc), activity sheets, pencils, dice
Closure:
Gallery Walk
Delivery Plan Day 3
Objective:
Students can represent a number 1 to 40 in expanded form.
Opening:
Heads up prior knowledge access (true false style game)
Teacher Input:
Access prior knowledge, introduce vocabulary, review and reteach previous concepts, teach
expanded form vocab and equation
Model: “I DO”: Model decomposing number in place value chart. Model expanded form equation.
Model composing number again from expanded form.
Guided Practice:
“WE DO”: Make a place value thought web together.
Independent Practice:
“YOU DO”: Students will make their own place value thought web.
Check for Understanding:
Teacher will walk around and observe students as they work.
Assessment:
Students will post a picture of thought web on Seesaw.
Resources/Materials:
Smart board, chart paper, graphic organizers, laptops, base ten blocks, manipulatives (beans, buttons,
etc), activity sheets, pencils
Closure:
Pair Share on Thought Webs
