Lesson Plan > Lesson 01 > Mathematics

Elementary Level: Counting and Writing Numbers (1–10)
Mid Level: Place Value (Whole Numbers up to 1,000,000)
High Level: Integers and Absolute Value

Elementary Level (Kinder to Grade 2)

Subject: Counting and Writing Numbers (1–30)

National Standards:

– Common Core State Standards: CCSS.Math.Content.1.NBT.A.1

– National Council of Teachers of Mathematics (NCTM): Counting and Cardinality

Materials:

– Number cards (1-30)

– Counting objects (beans, counters, blocks, etc.)

– Whiteboards and dry erase markers

– Tracing worksheets

– Pencils

Warm-up:

Open-ended question: What numbers do you know how to count up to?

Direct Instruction:

1. Introduce the numbers 1-30 using number cards.

2. Model how to write each number on a whiteboard.

3. Show examples of counting objects and writing the corresponding numbers.

Practice:

1. Provide each child with a tracing worksheet for numbers 1-30.

2. Instruct the children to trace each number and then write it on their own.

3. Encourage children to practice counting objects on their own and writing the numbers.

Closure:

Closure activity: Have each child pick a number from 1-30 and share with the class something they counted that many of during the lesson.

Assessment:

– Oral counting: Each child will orally count from 1-30.

– Matching numbers with objects: Children will be assessed on their ability to correctly match numbers with counting objects.

Differentiation for Children with Special Needs:

– Provide visual aids such as pictures or drawings to support counting and writing numbers.

– Use manipulatives (Spielgaben Set would be great choice) for hands-on learning for children who struggle with abstract concepts.

– Offer additional time for children who need extra practice with counting and writing numbers.

– Provide extra support with counting objects by using larger or contrasting objects for children who need additional assistance.

Mid Level (Grade 3 to 5)

Subject: Place Value (Whole Numbers up to 1,000,000)

National Standards:

– Common Core State Standards: 4.NBT.A.1 – Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

– National Council of Teachers of Mathematics (NCTM): Number and Operations standard

Materials:

– Number charts

– Whiteboard and markers

– Place value blocks or manipulatives

– Place value matching quiz

Warm-Up:

Have children gather in a circle or around a whiteboard. Ask a thought-provoking open-ended question such as, “Can you think of a number that is greater than 347 but less than 401? How did you figure that out?”

Direct Instruction:

– Begin by reviewing the concept of place value and how each digit in a number has a specific value based on its position.

– Demonstrate how to write numbers in expanded form by breaking down each digit into its place value (e.g., 543 = 500 + 40 + 3).

– Show examples of comparing numbers by looking at the digits in each place and determining which number is greater or less than the other.

Practice:

– Assign children a project-based independent practice activity where they create their own number chart up to 1,000,000 and demonstrate their understanding of place value by writing numbers in expanded form and comparing them.

– Encourage children to be creative and use different colors and symbols to represent the place value of each digit.

Closure:

– To close the lesson, have children come back together as a whole group.

– Conduct a closure activity where children share one thing they learned about place value or ask a question they still have.

– Administer the place value matching quiz as a quick assessment to gauge child understanding.

Assessment:

– The place value matching quiz will assess children’ ability to identify the value of digits in large numbers, write numbers in expanded form, and compare numbers accurately.

Differentiation for Children with Special Needs:

– Provide visual aids such as number charts, place value blocks, and manipulatives to support children who may benefit from hands-on learning.

– Offer simplified versions of the independent practice activity for children who require additional support or modification.

– Provide extra time for children to complete activities or assessments and offer verbal prompts and reminders to keep them on track.

High Level (Grade 6 to 8)

Subject: Integers and Absolute Value

National Standards:

– Common Core State Standards for Mathematics: CCSS.MATH.CONTENT.7.NS.A.1

Materials:

– Whiteboard and markers

– Number lines

– Integer comparison quiz

Warm-Up:

Pose the following thought-provoking open-ended question to the children: “What does the number 0 represent on a number line?”

Direct Instruction:

1. Define integers as whole numbers that can be positive, negative, or zero.

2. Explain absolute value as the distance a number is from 0 on the number line, always being a positive number.

3. Demonstrate how to represent positive and negative integers on a number line.

Practice:

– Project-based activity: Integer comparison quiz

1. Instruct children to individually complete an integer comparison quiz, where they will compare given pairs of integers and determine which is greater or if they are equal.

2. This project-based assessment allows children to apply their understanding of integers and absolute value independently.

Closure:

– Closure activity: Home Class discussion

1. Have children share their answers from the integer comparison quiz and explain their reasoning.

2. Summarize key points about integers and absolute value from the lesson.

Assessment:

– Integer comparison quiz: Evaluate child understanding of integers and absolute value through their responses on the quiz.

Differentiation for children with special needs:

1. Provide visual aids, such as color-coded number lines, for children who benefit from visual supports.

2. Offer additional practice opportunities and scaffolded questions for children who may struggle with the concept of absolute value.

3. Allow children with special needs to work in pairs or small groups for extra support during guided practice activities.