Meeting ones, tens, and hundreds:An introduction

into Place Value

2nd grade mathematics
Lesson number 1
1. MATERIALS/PREPLANNING

Materials pencils, white board, dry erase markers, base ten blocks, place value number
board
Vocabulary Number ( Numro) - math object used to count.
Base ten- the grouping of a number using blocks.
Expanded notation- writing a number to show the value of each digit
Place value- position of a number
Literature - List supporting literature or reading materials

2. OBJECTIVE

After the lesson on place value with students in 2nd grade they will be able to identify the
ones, tens, and hundreds place value with 95% accuracy.

After completing the lesson, grade 2 students will be able to analyze a three digit number and
correctly write the appropriate place value with 95% accuracy.

By completing this activity the 2nd grade student will accurately expand notation using the
information learned on place value with 95% accuracy.
State the cognitive taxonomy level (Blooms)

Number and operations in Base Ten 2.NBT

1. Understand that the three digits of a three digit number represent amounts of
hundreds, tens, and ones.
3. Read and write numbers to 1000 using base ten numerals, number names and
expanded form.
ELA Standard : Knowledge of Language
1. Use knowledge of language and its conventions when writing, speaking, reading or
listening.

3. ASSESSMENT STRATEGY (10 points)

In order to assess students will do 3 independent place value problems. Students will be
able to identify the hundreds, ten, and ones place value when given 3 written problems on
the board. When pointed to a single number in a three digit capacity student will be able to
orally identify the correct place value. When lesson is complete to the next strategy each
student will have to identify either the ones, tens, or hundreds place value either orally,
written, and visually in order to receive 95% accuracy. Using informal assessment tool
students will be tested orally, written and visually tested throughout the week of this
assessment. I will keep data on students who have not met the visual, oral and written
goal set forth through the objective in my grade book and continue to guide and quiz them
daily.
http://www.exemplars.com/assets/files/puzzle.pdf (rubric that will be used)
4. LESSON OPENING/PURPOSE (5 points)

Purpose: It is important to understand the value of numbers. In many areas of life we use
number to signify objects, time, money and much more. You are being introduced to place
value in order to identify the correct value of three digit numbers.

I will be servicing a inclusion class of IEP and general education students.

5. MOTIVATION FOR LEARNING STRATEGY
In order to increase motivation I will show pictures of money and bring out money in order to
represent visual place values. Ex. Fake 100 dollar bill, 10 dollar bill, and 1 dollar bill. Remind
my students of the money that is used to pay for toys, their school lunch etc. I used these
strategies in order to relate to my students because 95% of my students have come in contact
with money and price tags, so they are familiar with one and ten value numbers. Many of them
may not be familiar with one hundred place value so bringing in a fake one hundred dollar bill
will be a great visual.
Provide Rationale for why you selected this strategy and link to this particular group of students.

6. LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR
UNDERSTANDING, AND GUIDED PRACTICE

POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.

RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on______, you (students) will list ten facts about __________ with accuracy
(both orally and in writing).

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your
specific class/group of students and their learning needs and styles.

Ask the students to brainstorm what they already know about__________. Place this information
in the K (or What We Know) column of the chart. Have them think about what they saw in the
video to help them get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the
W (What We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they
have learned in order to complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)

Lesson Topic____________________
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.

K (What we know)

W (What we want to learn)

L (What we learned)

INPUT: Provide Comprehensible Input

SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this
lesson for this particular group of students/class.

Go over vocabulary words which will be in the reading. List the key vocabulary words and provide
the Spanish equivalents.
Demonstrate the proper use of manipulatives or solve problems on the whiteboard/smartboard.
Informally check for understanding: Be sure all students understand the steps by checking
responses on whiteboards.
Using group pair share strateg listen to students comments.

MODELING
SDAIE: Demonstrations and modeling
Provide a rationale for why you selected this strategy or manner of modeling the next lesson
step for this class.

Write the math problems on the board, ask the students to solve them.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Tell the student they are going to write these math facts into their math journals.
They will illustrate at least one of the problems on addition in their math journals.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student math journal should look will be
available to the students.

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING

EL/SDAIE:
Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring)
and guided practice for this group of students/class.

Ask several of the students to repeat the instructions they have been given.
The students will first solve the problems on the board. Check on the students as they work.
Continue to check for understanding of the math facts related to __addition__ through use of
questioning strategies both during and after the task is completed.

GUIDED PRACTICE STRATEGY

The teacher will check for accuracy while students are working on assignment and provide oral
feedback.
Students will share their answers with shoulder partners and make corrections as needed.

Check each students work and edit as necessary before the students make their final copy.
Be sure to check for computational errors.

7. CLOSURE

EL/SDAIE: Questioning for review

Ask students to share what they learned about adding fractions with common denominators.
Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about adding fractions that
we studied today.
Fill in the L section of the chart.
Call on some of the students to define the vocabulary terms.

Learning facts about__________________.

K (What we know)

W (What we want to
learn)

L (What we learned)

Q (What new
questions emerged?)

Ask the students if anyone has anything to add about where they have learned about ____________.
Remind the students about key procedures of adding fractions they have listed and what they now
have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based
on what you know about this class.

Assign the students additional worksheets or problems from the math book.. They will also be asked
to draw illustrations of fractions to add in the journals.
Tell the students that the work they do at home is to be done as neatly as was done in class today.
The homework will become part of their math journal for parents to see at open house.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION (Submit Student List Page with this lesson
plan. Include detailed description of three key special needs students that you are making
adaptations for in the three areas below.)
Color highlight the strengths, weaknesses, and your adaptation

Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.

Describe EL Focus Student

Include several (at Least 3) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests
and any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this
impression?

Prescribe /Describe Three Potential Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student did ______________I will do _______________.
2.
3.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning.
Be specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1.
2.
3.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ______________which is linked to
____________standard or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area ________ I choose this adaptation. Because several
students are weak in this skill___________ I am selecting this strategy _________________.

Describe Focus Student Presenting Instructional Challenge

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests
and any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this
impression?

Prescribe /Describe Three Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student did ______________I will do _______________.
2.
3

Describe Advanced Focus Student

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests
and any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this
impression?

Prescribe /describe Three Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.

1. Because the student did ______________I will do _______________.

2.
3

Provide a Rationale for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning.
Be specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1.
2.
3.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ______________which is linked to
____________standard or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area ________ I choose this adaptation. Because several
students are weak in this skill___________ I am selecting this strategy _________________.

10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOWAdd to it and develop it in appropriate manner)
Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct
instruction was utilized because the students lack knowledge; therefore, the knowledge needs to be
given to them in an explicit manner. Scaffolding was used in writing facts on the board in order to
guide the students in writing their facts using complete sentences. Link your rationale to the

specific lesson objective/standard cognitive level and corresponding descriptive

words (i.e., list, understand).
ADD MORE Of YOUR OWN IDEAS

Structure of Knowledge

Cognitive

Rationale for using this Lesson Model in relationship to the cognitive level.

Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.

Level
Evaluation
Synthesis
Analysis
Application
Comprehension

Example: I used a Direct Instruction lesson for this standard because..Provide a

rationale

Knowledge

Adjust the arrows in each lesson plan to fit the lesson. Remove these directions when
finished.

Complete the following reflective check list for each lesson in your
unit
(PSO #9 and TPE #12 and 13).

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused
ideas.
Preparation
o Adaptation of
Content
o Background
Knowledge
o Links to past
learning
o Strategies Used
o Resources
Selected
o E-resources

Scaffolding
o Modeling
o Guided Practice
o Independent
Practice
o Comprehensible
Input

Grouping
o Whole group
o Small groups
o Pairs
o Works
Independently
o Mixed groups
o Flexible groups

Adaptation
o Advanced
o EL
o Other

Integration of
Processes

Application
o Hands on

Assessment
o Rubric

Objective
o Linked to

o
o
o
o
o
o

Reading
Writing
Speaking
Listening
Viewing
Vocabulary

o
o
o

Meaningful
Linked to objectives
Engaging
Active Learning

o
o
o
o
o
o
o

Group
Written
Oral
Formative
Summative
Test
Checklist

o
o

Standard
Integrated with
Language Arts
Age Appropriate

Notes for next lesson:

o

Strengths/Weaknesses of Lesson based on your data from students and the

assignment results etc.

Students needing more help

Content adaptations

Reading skills

Vocabulary clarification