Lesson Plan Template

Teacher: Chris Shin (Ebonia Williams 2nd Grade Class) Lesson date: October 16th, 2015
Overall lesson topic/title: Numeration and Place Value
Rationale: (Why is it worthwhile? How does it link to Standards, Benchmarks, GLCE, Curriculum Guidelines, or to other key principles?)
This is worthwhile because it gives the students a better understanding of place values. Students will be
tested on this concept at the end of the unit. It also aligns with the CCSS.
CCSS 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special
cases:
a. 100 can be thought of as a bundle of ten tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones.)

Goals/Objectives for todays lesson: (What do you want students to learn? What is the readiness level of the children for this
goal based on prior instruction and/or pre-assessments?)

-How to identify a given place value in 2-digit and 3-digit numbers.

Use of Materials and Technology: (What resources will you use to teach the lesson? How did you decide what
materials/technology to use?)

-I will be using the whiteboard and a marker to model my lesson. Students will also have their slates and
whiteboard with them. Google Translate can also be used to help aid my ELL students. ClassDojo will
also be used for classroom management.

Procedures and approximate time allocated for each event

Introduction/Launch (What will I say to help children understand the
purpose of the lesson? How will I help them make connections to prior lessons
or experiences? How will I motivate them to become engaged in the lesson?)
(2-3 minutes)
Friends, this week, weve been learning about place values. Were going to
continue learning more about place values today. Earlier in the week, we learned
how to represent numbers using out base-10 blocks and also understand how
much something is by using the base-10 blocks. Were going to bring it all
together and practice even more.
I will motivate them by showing my excitement for the upcoming lesson. I
understand that by being excited for what I am teaching, students are entertained
and more focused on what I have to say.

OUTLINE of activities during the lesson (Include specific details about activities I
will use; what discussion questions I will use; how I will help children understand behavior
expectations during the lesson; examples I will use; modeling I will use; scaffolding I will use;
engagement strategies I will use. ) (15 minutes)
To begin, I will write out numbers such as 53, 96, and 128. I will then ask students to
circle the digit that represents the 10s place. I will follow up with another problem set of
314, 197, and 1,904 and ask them to circle the digit in the hundreds place on their
whiteboards.

Academic, Social and Linguistic

Support during each event):
Describe how you will support the
specific learning needs of your
students. Please explain how you will
modify your lesson and/or provide
accommodations to support the
students in your classroom with
special needs. You should identify
accommodations and you are making
to support your students learning at
several points in your lesson.
I have several children that need
extra help and several children that
are ELL students. For my ELL
students, I will make sure that I
explain the instructions again to
them by using only key words to help
them understand. I can also use
Google translate. For my students
that need extra help, I will make sure
the watch them carefully and pull
them in a small group if necessary. If
available, I can have another person
working with them as I model the
instruction.

I will then proceed to asking them to solve this equation: 52=____tens and ___ones.
25=___tens and ____ones. These problems will engage students to identify which digits
represent which place values.
I will then proceed to draw base-10 block forms of 3 one hundreds, 5 tens, and 2 ones.
After I draw the base-10 form, I will ask the students to write down how much this
represents. I will ask the students to explain their thought process.
I will then ask students to draw the base-10 form of 34. This is simply the reverse of the
previous problem.
After modeling the lesson, I will have students break up into their math partners and begin
playing the base-10 game. Students will need to have their math journals and their base10 block bags. They will play the game and practice re-grouping and understanding
different place values.

Closure (How will I bring closure to the lesson and help children reflect on their
experiences? How will I help them make connections to prior lessons or prepare for
future experiences? How will I include metacognition in the closure task? What kind of
feedback do I want from them at this time?) (5 minutes)
I will praise the students for working so hard during math time and how well they behaved
during the math game. I will ask if there were any problems that they encountered as they
played the game. I will close out the day by playing a game called Who am I?. Students
love playing this game and it is a great way to reward students for their hard work.

Assessment/Data Use

(How will I gauge the students learning as I implement the lesson plan and once the lesson is completed?
Specifically, what will I look for that will accurately tell me the students learned what I intended? How will I use what I am learning to inform
my next steps?)
There are three main ways that I will be assessing their knowledge. The first method will be by taking a mental note of who is struggling during
the whole group instruction time. As students write down the answers on their individual whiteboards, I can see which students consistently
make a mistake or fail to come up with an answer. This will indicate that these students need extra help.
Another way that I will assess the students is by having them complete the math journal work pages and Student Assessment booklet. By
checking their work, I can see which students are able to understand the concept and which students cannot.
The final way of assessing the students is by sending home the homework that is related to this content. This will let me know which students are
able to understand the concept and which students cannot.