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This lesson plan template is for a 1st grade lesson titled "Tens and Ones, Stomps and Claps" that teaches students to demonstrate tens and ones using their bodies. The lesson aligns with Utah Core Standards for both math and dance. Students will learn to explain the differences between tens and ones and show them using movements. The teacher will use formative assessment questions throughout and activities for students to develop the skills, though the specific instructional strategies, activities, resources, technology, differentiation, and follow-up are not included in the template.

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117 views3 pages

Marlin lp1

This lesson plan template is for a 1st grade lesson titled "Tens and Ones, Stomps and Claps" that teaches students to demonstrate tens and ones using their bodies. The lesson aligns with Utah Core Standards for both math and dance. Students will learn to explain the differences between tens and ones and show them using movements. The teacher will use formative assessment questions throughout and activities for students to develop the skills, though the specific instructional strategies, activities, resources, technology, differentiation, and follow-up are not included in the template.

Uploaded by

api-533982903
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PPAT Lesson Plan Template

Lesson title: Tens and Ones, Stomps and Claps


Grade level(s): 1st Grade
Utah State Core Standard(s) :
Academic Utah Core Standard:
Math - Standard 1.NBT.2
Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones, called a "ten."

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
four, five, six, seven, eight, or nine tens (and 0 ones).

Artform-specific Utah Core Standard:


Dance- Students will conceptualize, generate, develop and organize artistic ideas and
work. They will complete and refine dance works
Standard 1.D.CR.2:
Explore movement inspired by a variety of stimuli.

(Copy and paste the strand and standard for both the academic and art-form subject areas.
Include all of the wording for both)

Learning objectives/Goals:
(Students will be able to; use words such as explain, conduct, plan, carry out, observe, develop,
etc…)
Students will be able to demonstrate tens and ones using their bodies and explain the
differences.
Essential question: What makes a TEN? How can I show ones and tens using my body.
(This is the question the students will be exploring.)
Assessment:
(Explain all forms of formative and summative assessments that occur during the lesson.)
Formative: Through out the lesson, students will be asked comprehension questions to

Lesson structure and procedures:


(Describe the sequence of events including transition statements. This will be the largest part of
the lesson plan and must be very detailed. Be sure to include the number of minutes needed for
each step. You may choose your style of lesson here, such as the 5 Es, Gradual Release, or
Backward Design.)

Instructional strategies:
(Ways to achieve the learning objectives and to meet the needs of the students.)

Learning activities:
(Describe the opportunities you have given your students to develop the skills of the lesson’s
objectives. This is a synopsis of the activities in the lesson structures and procedures.)

 Review the

Resources and materials:


(Be specific – include quantities.)

Technology:
(Describe the instructional technology that was used to enhance instruction.)

Differentiation:
(Describe the modifications used to meet the needs of students in SPED, ELLs, and early
finishers.)

Classroom management:
(Describe the strategies used to help keep the students on task.)

Follow-up activity to the lesson:


(Describe an activity for review or for building on the lesson that may be conducted in class the
next day.)

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