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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724 • [Link]

Lesson Plan Design

Subject: Mathematics Grade: 2nd Lesson Topic: Place Value
Candidate’s Name: M’Laura Yates ID # 040134123
Site Supervisor: Carol Byers NU Supervisor: Jessica Bowman_______
Date: _______December 11, 2018____________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
CA Academic Standard Rationale:
[Link].A.1 Understand that the three digits of a To meet the state requirements for
three-digit number represent amounts of understanding number and
hundreds, tens, and ones; e.g., 7706 equals 7 operations in base ten. All children
hundreds, 0 tens, and 6 ones. need to read understand place
value. This lesson will helps
[Link].A.3 Read and write numbers to 1000 using students understand what the three
base-ten numerals, number names, and expanded digits of a number mean in terms of
form. ones, tens, and hundreds and to be
able to explain how they came up
Prior Learning: with their answer.
Students have daily practice working with
numbers. Prior knowledge that students
demonstrated included basic understanding of
whole number place value through the one
hundreds place. Students have also been
exposed to mathematical vocabulary, e.g.; ones,
tens, hundreds, thousands, etc. Students have a
basic understanding of what place a digit is in and
how to write numbers in expanded form, for
example 456 is 400+50+6.

Focus Learner/Behavioral Expectations:

*Most students in class are active, social, and
have an average motivation to read. The class
tends to be kind and cooperative which sometimes
manifests in overeager helpers. Students will be
reminded of class procedures and expectations
and that they are to take turns and raise their
hands.
*Students are expected to be safe, respectful, and
responsible in the classroom. This includes
cooperative learning activities and working in
groups.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Purpose: Rationale:
*Students will become more familiar with place Fifty-four percent of the students in
value. this class are at or above grade
*Students will be able to change a number from level in mathematics. Thirty-five
expanded form back to standard form. percent are well below average in
*Students will understand that each number has a mathematics. So, this lesson
specific value depending on what place it is in.’ focuses on beginning 2nd grade
place value concepts. With the
Mastery will be measured through teacher average motivation held by most
observation and completion of surgery clipboard. students for math, this activity will
help foster a desire for students to
Mastery of place value will not be measured at the understand the different ways to
end of this lesson, but after a series of lessons write a number, and to be able to
and practice the teacher will assess students recognize that each place has a
individually and in groups on student ability and value that is specific.
understanding.
In this lesson, students will engage
in an interactive and hands-on
place value lesson. Some
worksheets are more complex, and
these will be assigned to the
higher-level mathematicians in
class. The smaller, less complex
worksheets will be given to
students whose math skills aren’t
as strong.

Students will work in their table

groups to encourage math fluency.
After the skill is mastered, they may
go around and see if others need
help.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

Students are expected to be successful in this Rationale:

activity based on previous exposure to place value Considering the various aspects of
and expanded form. the students who make up this
class, the students are ready to
Linguistic Background: move into the dissection of
21 students speak English at home expanded form place value and
1 student speaks Spanish at home return it to it’s standard form for
4 students speak Hmong at home math fluency. The students are
5 students are ELL motivated to learn math. We have
been working on place-value with
Physical, Social, Emotional base-10 manipulatives and the
Students are very active and social. Group tends students are becoming more adept
to be kind and cooperative. with the different ways to read and
write numbers.
Socioeconomic Cultural Considerations
School has a high socioeconomic group with
mixed African American, Asian American, Filipino,
Hispanic, and White ethnicity. 6 students have
IEPs.

Health Considerations & Attendance

0 student with physical disabilities. Very good
attendance.

Interests, Motivations, & Extra Curricular

Developmentally appropriate interests. High
motivation to read.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

For all students, review of place value, along with Rationale:

modeling of expanded form returning to standard Teacher modeling at the board with
form will help students practice their mathematical the whole class following along is
skills in a supportive and comfortable beneficial for all levels of
environment. mathematicians.

Modifications for all ELL: Adding “clipboard paper” to white

-Use examples at the board. board, and leaving up examples will
-Provide context to new words to help students help the ELLs learn newer math
understand the meaning. concepts by providing context.
-Connect new words to what students already
know. Teacher helps students say
-Provide easy reading and numbers for all levels mathematical terms by modeling
of students to develop place value skills. words first and then having
students parrot back. Emphasis
placed on watching lips for
Modifications for High Achieving Students: letter/sound formation.
-Paired with struggling students to assist
-Called on during shared work to model Adaptations for higher achieving
-Provide additional worksheets with deeper students can be applied during
meaning independent work times. They can
-More comprehension related work also help lower achieving students
-Class helper during seatwork time during group collaboration time.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Warm up/ Review: Rationale:

-Review expanded form and standard form. A variety of materials are used to
-Review place value meet the multiple learning needs of
Visuals: all students.
- Clipboard paper.
-Whiteboard with examples clearly shown Review of place value and
-Surgical masks expanded form helps students
-Gloves relate prior experiences to current
-Scissors assignment.
-Glue sticks
Each student needs their own copy
Centers and guided: of the clipboard paper to recreate
Students will participate in a whole group “Place the expanded form numbers into
Value Hospital” where they will engage in surgery standard form.
to return expanded form numbers back to
standard form.

Assessment:
Teacher roves around and checks students’
progress and helping/redirecting as needed.
Teacher asks for updates on students’ progress,
which is shown through a thumbs up/thumbs
down/thumbs sideways approach.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Teacher will first share the learning objective with Rationale:
students and why it is important to develop We want students to become
mathematical skill. competent and enthusiastic
mathematicians who get pleasure
Teacher will model a few examples of expanded from completing math problems
form numbers being transformed into standard and understanding math concepts.
form numbers. Teacher will ask for help from In addition to fluency in math
students to complete this process. concepts, the foundation for
success in mathematics includes
Students will be at their desks. Helpers will pass repetition and hands-on activities
out paper materials, and teacher will pass out that encourages students to
scissors, masks, and gloves. understand the process used to
find the answers. These activities
Teacher will model how to cut the numbers apart will help the students begin to
and glue them to the clipboard correctly. develop these skills.

Sharing the objective is essential

Check for Understanding: for students to know what is
Teacher roves around the room and checks for expected of them.
understanding. She also asks repeatedly if
anyone needs any help. Modeling by the teacher is
essential for students to hear and
see what is going on and what is
expected from the students.

Using visual aids and vocabulary at

the white board reinforces words
and sounds for ELLs.

Working in groups gives students

the opportunity to develop their
verbal and social skills while they
are advancing academically. It also
gives student who are shy or
reticent to volunteer more
confidence to participate.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Have individual students cut out numbers from Rationale:

expanded form and glue them on the clipboard in Students need opportunities to
standard form. practice skills learned under the
direct guidance of the teacher in
After students glue the numbers on their clipboard, order to ascertain whether the skills
the teacher will go around and make sure all have been learned. This activity
students are demonstrating an understanding of allows the students to demonstrate
the instructions and place value activity. their proficiency with place value,
expanded form, and standard form,
while the teacher assesses the skill
Check for Understanding: level of each student and whether
Teacher roves around the room, looking and they have retained the information
listening for fluency in place value, expanded being taught.
form, and standard form. Students demonstrate If necessary, the teacher can
their understanding through dissection of redirect or give suggestions to help
expanded form numbers and reassembly as students who may still be struggling
standard form. until she is satisfied that the
students are able to apply the
correct concepts to reconstruct the
numbers.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

Independent practice is completed in the form of Rationale:

taking extra worksheet (patients) to cut up and Independent practice is a way for
reassemble on the “clipboard.” the teacher to assess the level of
 understanding for the students. It
The teacher will also walk around and help also provides a time for students to
students who need additional support individually. get one-on-one practice at their
level in the area of concern.
The lowest performing students will be in a guided
group with the teacher to have additional practice Independent practice is only
with place value, expanded form, and standard implemented once the students
form. Teacher will model the dissection of understand the concept well
expanded form numbers first, and then show how enough to work on their own.
to reassemble them correctly using correct
vocabulary. Then the students will repeat, cutting
out the numbers, as they are needed.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

Formative: Rationale:
Teacher observation in large and small groups as Fluency should be assessed from
they complete the activities listed above. the beginning of 2nd grade to
create a benchmark. All students
Summative: should be assessed a minimum of
Individual assessment before conference times. once quarterly to be sure adequate
All students need to have a formal assessment to progress toward end of year and
determine retention of place value and different IEP goals are made. Students who
forms of writing numbers. are identified as “at risk” should be
monitored and assessed more
often to allow for time to implement
intervention and to observe its
effectiveness.

Teachers can tailor their instruction

during activities to specific
students’ needs as they are
informed about them through
assessments.

10. Closure: (Describe how students will reflect on what they have learned.)

Students go to the carpet and share what they Rationale:

have learned with the student next to them and All students must learn to reflect on
then model at the board. Students can share with their learning and verbalize what
a partner or individually to the group according to they learned and how they learned
their comfort level. Teacher refers to the objective it. This helps them focus on what
and reinforces the reason this lesson is relevant. their current pathway is and gives
Teacher gives students positive reinforcement and examples for future review. This
pats on the back for a job well done! type of closure is very important to
tie all aspects of learning together.
Sometimes, this time of sharing is
when some students get a
breakthrough in understanding
through the explanation of one of
their peers.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

The students loved being doctors and there was high engagement for getting into
character for the Place Value Hospital. They worked very hard at fixing at least one
page of patients (numbers that were in expanded form). I need to start with the students
at the kidney table who have the hardest time to make sure they are on task and
understanding the concepts and instructions from the beginning. This will include the
ELL students. I can have the students pair up next time and work together to dissect
larger numbers. It is a challenge to do whole group instruction when students are at
different academic levels of understanding, and with such a large class. It is also difficult
to manage voice levels when the students are so excited about the activity. Maybe let
this expectation go?