USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin

Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

Lesson Content
What Standards (national or MACC.2.NBT.1.3- Read and write numbers to 1000 using base-ten numerals, number names, and
state) relate to this lesson?
(You should include ALL applicable expanded form.
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding What are four ways to write a 3-digit number?
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you Students will be able to write 3-digit numbers in place value form with no errors.
teaching?
(Student-centered: What will Students will be able to write 3-digit numbers in pictorial form (quick pic) with no errors.
students know and be able to do
after this lesson? Include the
Students will be able to write 3-digit numbers in expanded form with no errors.
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence Students will be able to write 3-digit numbers in written form with no errors.
written in the past or present tense,
A: the student B: will be able to re- Students will be able to understand that a number will have the same value, even if it is written
write the sentence in future tense D:
with no errors in tense or tense in different forms, with no errors.
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

Rationale Teaching place value, and understanding different ways to represent numbers is important because it is
Address the following questions:
Why are you teaching this essential for students in developing number concept. Place value can help them understand numbers in
objective?
Where does this lesson fit the real world, such as counting objects or even money.
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Evaluation Plan- How will you

know students have mastered
your objectives? Formative: To collect formative evidence, I will use observational notes. I will collect the notes during

Address the following: instruction. My notes will be based on participation during my lesson. How often do they raise their
What formative evidence will
you use to document student hand? Are they able to get the right answer? Do they understand the four different representations?
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons? Summative: For just this specific lesson, my summative evidence will be the students exit ticket

They each will be given a number and be required to show the different ways to represent that number:

place value form, expanded form, written form, and pictorial form (quick pic). The exit ticket will be

collected, and I will look at how well students do for each representation.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

What Content Knowledge is Knowledge on place value.

necessary for a teacher to teach
this material? Knowledge on the four different representations for numbers.

What background knowledge is Students will have prior knowledge of place value with 2-digit numbers. They will have touched
necessary for a student to
successfully meet these briefly on how to show numbers in written form, pictorial form, expanded form, and place value form.
objectives?
This prior knowledge will give them insight into place value with 3-digit number, and how to represent
How will you ensure students
have this previous knowledge? them in different forms.
Who are your learners?
What do you know about To ensure that students have this prior knowledge in their brains, I will ask them what they
them?
What do you know about their remember about the four representations. I will make sure they use their resources around the
readiness for this content?
room, there will be an anchor chart on the different methods.

My learners are second graders who require hands on lessons, and like working in their table

groups to complete work.

What misconceptions might A misconception could be what value each digit represents in a number. Students might have a hard
students have about this
content? time with four digit numbers because they struggled with three digit numbers.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

Lesson Implementation
Teaching Methods I will be using the guided release teaching method. Through observing my students learn, they have
(What teaching method(s) will you
use during this lesson? Examples learned best through the I do it, we do it, you do it method. I will talk about the different
include guided release, 5 Es, direct
instruction, lecture, demonstration, representations for numbers, and model one question while thinking aloud (I do). Then I will do a
partner word, etc.)
problem and ask for help (we do). After I will allow the students to do independent work (you do).

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in
teaching this lesson? Be thorough. (Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Act as if you needed a substitute to Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
carry out the lesson for you.) Idea; Evaluation).
12:15 Teacher 1. Prior to lesson, supplies will already be on each desk. Each student gets
Where applicable, be sure to one worksheet, and one dice.
address the following: 2. Ask students to get out their math notebook.
What Higher Order Thinking 3. Start lesson by asking what students remember about place value and if
(H.O.T.) questions will you they remember the four ways to represent a number, encourage them to
ask? use the posted resources around the room. I might ask what is the
How will materials be value of the 2 in the number 248? If students do not understand that
distributed? the 2 represents 200, I will model the rest of the number: 4 represents
Who will work together in 40, 8 represents 8.
groups and how will you 12:20 Teacher 4. Under the Elmo, I will write a three-digit number on a piece of paper.
determine the grouping? 315. I will tell the students that this is standard form.
How will students transition 5. Next, I will verbally say that I want to do a quick pic of the number
between activities? (pictorial form). I will count the number aloud as I draw. I will draw 3
What will you as the teacher squares, 1 ten frame, and 5 ones. I will stress the importance of
do? counting each shape as the correct place value. For example, when I
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

What will the students do? point to the squares, we read those as 100s: 100, 200, 300. Then, the
What student data will be long rectangles (ten frames) will be counted by 10s. When we move
collected during each phase? onto the small squares, or dots, we count by 1s. So, I will read it as
What are other adults in the 100, 200, 300, 310, 311, 312, 313, 314, 315
room doing? How are they 6. Expanded form. To encourage expanded form, I will start by asking
supporting students learning? how many hundreds there are in 315. They will be able to use the place
What model of co-teaching are value to help, or the quick pic we just completed.
you using? 7. Next, Ill ask what the different ways to model a number are, making
sure they understand what I just modeled.
12:30 8. I will put the Roll it! Model it! Expand it! worksheet under the Elmo.
Modeling exactly how I want them to complete the worksheet.
9. The first step will be to roll the dice, write that number under the H
column. Roll again, write the number under the T column. Roll one last
time, write that number under the O column.
Teacher/Stu 10. Then I will do a quick pic of that number. This time, asking the
dent students to help me draw the number. Some prompting questions will
be, what would my picture look like, how many hundreds are in this
number, how many tens should I draw, and how many ones are in
this number?
11. Once I have the quick pic, I will count my model to make sure the
number is correct.
12. Next, we will expand the number. I will ask questions such as what is
the value of (insert number)?
13. We will add up the expanded form in order to write the place value
form question. For example, if the number is 136, we will have 100 +
30 +6. I will ask the students to add the three numbers.
12:35 Teacher 14. Tell students they will be completing this worksheet at their tables and
turning it in when they are done.
Student 15. Ask if they have any questions.
16. Walk around and take note of how they are working. If students seem
to be struggling during instruction I will use this time to pull a small
group.
17. In my small group, I will use manipulatives to model the numbers and
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

each student will have the same created numbers so that they can help
each other.
12:50 Teacher 18. Get the students focused, pass out exit ticket.
19. Read the exit ticket out loud, Show the number ___ in as many ways
as you can Not every student will have the same number.
Student 20. Students will work independently to complete the exit ticket.
Teacher 21. Collect exit tickets.
12:57 Teacher/Stu 22. Clean up and get ready for specials
dent
What will you do if a student struggles with the content?

Struggling students will receive small group help from the teacher or myself. We will both pull a small

group of students to work with.

What will you do if a student masters the content quickly?

Students who master the content quickly will have a dice with higher numbers on them, challenging

them to think harder about place value.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

My students are kinesthetic learners and being able to do their work using manipulatives helps them.

They will be able to roll a dice to show numbers, and then use that number to create different

representations. They also learn better by working with their peers, so they will be able to work with

their table groups.

USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

If applicable, how does this lesson connect to/reflect the local community?

Place value can help the general understanding of money, and how to use that information in the

community.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students who need an additional challenge will receive a dice that has more than 6 numbers. Having

more options, or higher numbers, will challenge the student to form bigger numbers but still represent

the number in the four different ways that are taught.

How will you differentiate instruction for students who need additional language support?

I have one student who needs support in the language department. He is able to understand majority of

what is being said, but he does not always comprehend and is not always able to have conversations

back. He will be one of the students pulled into small groups. He will be given manipulatives to work

with, and have guided instruction. For example, the teacher(myself) will be pointing to areas on his

paper to show what needs to be completed. Also, guided questions such as how many tens do you

need to make this number? or if you have __ tens and __ ones, what number do you have?
USF Elementary Education Lesson Plan Template (S 2014) Name: Caleigh Baldwin
Grade Level Being Taught: 2nd Subject/Content: Place Value Group Size: Date of Lesson: 10/4/17
17

Accommodations (If needed) Language support: One student (AT), he will receive guided support and manipulatives.
(What students need specific
accommodation? List individual Struggling learners: Work in table groups.
students (initials), and then explain
the accommodation(s) you will Autistic: One student (AD), will be given the dice with more than 6 numbers. Will only be
implement for these unique
learners.) expected to complete three or four number problems.

Materials
(What materials will you use? Why Dice for every student, some will have 6 numbers, some will have more than 6 numbers.
did you choose these materials?
Include any resources you used. Paper
This can also include people!)
Pencil

Roll it! Model it! Expand it! Worksheet.

Exit Tickets