This document provides a lesson plan for a 1st grade math class. The objectives are for students to learn to identify base-10 blocks, use a number line, and identify and create designs with pattern blocks. The lesson involves students exploring these mathematical tools in groups. They will play "Top It" to review comparing numbers. The teacher will evaluate student understanding by observing their play of "Top It".

1. Joy Hoffman Teacher’s Initials
______
September 25, 2009
1st
Grade
Math 1-11
Objectives:
Students will learn how to identify base-10 blocks.
Students will learn how to use a number line to solve number line problems.
Students will learn how to identify geoboards and the plane shapes of pattern blocks.
Students will learn how to create designs using the plane shapes of pattern blocks.
Benchmarks:
N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence;
count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd.
N.ME.01.02 Read and write numbers to 110 and relate them to the quantities they represent.
N.ME.01.03 Order numbers to 110; compare using phrases such as “same as,” “more than,”
“greater than,” “fewer than;” use = symbol. Arrange small sets of numbers in increasing or
decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8.
N.ME.01.05 Understand that a number to the right of another number on the number line is
bigger and that a number to the left is smaller.
N.ME.01.06 Count backward by 1’s starting from any number between 1 and 100.
Materials/Supplies:
Student math journals (inside back cover)
Pattern blocks
Base-10 blocks
Geoboards
Color rubber bands
Procedures:
Introduction/Motivation:
Have the students take out their math journals and turn to the last page and locate the number
line. Hold up a student’s math journal and show the class where the number line is to ensure
they are using the number line and not the number grid. Tell the students you are going to ask
them some math questions and that you want them to write raise their hands to answer. Ask the
students the following questions and after the students have had several seconds to come up with
the answer, call on someone to give you the answer. Then ask the class if they agree the given
answer is correct. Count on the class number line to verify.
“Put your finger on the number 4 on your number line. Count back 3 hops. Where do you
land?”
“Put your finger on the number 9 on your number line. Count back 5 hops. Where do you
land?”
“Put your finger on the number 12 on your number line. Count back 12 hops. Where do you
land?”

2. Content to be taught and the process:
Gather the students on the carpet. Ask them if they know who Christopher Columbus was. Tell
them that Columbus was an explorer who was trying to find a route, or a way, to the East Indies.
An explorer is someone who tries to find or discover something that he or she did not know
before. Tell students that they are going to be explorers of mathematics. They will do a math
exploration to try to find the answer to something they did not know before, without being told
how to do it. Go over the rules for math explorations with the class (see “Rules for
Explorations” poster) and post the rules for the entire class. Explain to the children they will be
returning to their seats to work in groups of four to explore different mathematical tools. Inform
them that after ten minutes they will move to a new station to play with different tools until
everyone has had a chance to play with each type of math tool. Show the students the three
different math tools they will be playing with and model how each tool can be used (pattern
blocks can create designs, base-10 blocks can build different structures, and geoboards can make
various shapes and pictures with rubber bands). Have the students return to their seats and work
with their tablemates. Tell students to use the materials any way they want.
Student activities:
Students will play “Top It” to review comparing numbers.
Closure and summary:
The lesson will close with students practicing comparing numbers by playing “Top It.”
Evaluation/Checking for understanding:
To ensure students are playing “Top It” correctly, walk around to each group and watch the
student interaction and understanding of the game.
Behavior expectations:
Students will sit quietly in their seats during instruction of the lesson and will raise their hands to
answer questions. While playing games, students will use their inside voice when speaking with
their partner(s). Students will work quietly when sitting on the carpet.
Management techniques:
If the children are not actively listening during instruction and are not quiet during independent
practice, they will be reminded of the rules they are to follow. If they continue talking, they will
be instructed to move their clip down on the behavior chart and vice versa, if they are behaving,
they will be asked to move their clip up. If the students get too loud, say “clap once if you can
hear me” and the students will respond by clapping once. If this is not enough to gain their
attention, repeat but tell the students, “clap twice if you can hear me.” Once their attention is
gained remind them to use their inside voices.
Classroom teacher’s evaluation of this lesson: