KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

STUDENT TEACHING

Teacher Candidate: _____Karley Hoff_____________________________________________ Date:

_2/8/17______________________
Cooperating Teacher: __Ms. Schneck_________________________________________Coop. Initials: ________________
Group Size: ___21__________________ Allotted Time: _45 mins_______________ Grade Level: _2nd________________
Subject or Topic: _Math/Name Place Values_________________Section: _____________________

STANDARD: (PA Common Core):

Standard - CC.2.1.2. B.1

Use place value concepts to represent amounts of tens and ones and
to compare three digit numbers.

I. Performance Objectives (Learning Outcomes)

A. Students will be able to tell the value of a digit by where it is placed in a number by
answering questions orally.
B. Students will be able to explain why the digit in the place has a certain value by completing an
open response worksheet.

II. Instructional Materials

A. Computer (1 for teacher)
B. YouTube access
G. Checklist (1 for teacher)

III. Subject Matter/ Content

A. Prerequisite skills
1. The students should have an understanding that the three digits in a three-digit number
represent amounts of hundreds, tens and ones.
2. Students should understand place-value.

B. Key Vocabulary
1. place-value- The value of where the digit is in the number.

C. Big Idea- Name Place Values

D. New Content-
1. The number system is based on groups of tens.
2. A three-digit number has a hundreds, tens and ones place-value space.
2. Once a number gets to 10 in a place-spot, you move to the next greater place value.

IV. Implementation
A. Introduction
1. Start lesson by telling students to come to the rug.
2. When students are on the rug, tell students we are going to start with a video to refresh
our memories on what we learned yesterday.
3. Play place-value video. When video is over, ask students to raise their hands and tell
the teacher one thing that was sung in the video which we learned about yesterday. Listen
to students answers.

B. Development
1. Next, discuss with students that today we will be talking more about place value. Write
the number 234 on the smartboard. Tell students to read the number aloud. Ask students
what place-value the number 2 is in. Students should say hundreds.
2. Ask students what place-value the number 3 is in. Students should say tens. Then, ask
students what place-value the number 4 is in. Students should say ones.
3. Then, ask students, If the number 2 is in the hundreds what does the 2 represent?
Guide students to say 200. Explain to students that the 2 represents 2 flats which is the
same thing as 200, since each flat equal 100.
4. Then, ask students, If the number 3 is in the tens place, what does the number 3
represent? Guide students to say 30. Explain to students that the 3 in the tens represents
3 rods, which equal 30 since each rod is made up of 10.
5. Then, ask students, If the number 4 is in the tens place, what does the number 4
represent? Guide students to say 4. Explain to students that the 4 in the ones represents 4
cubes, since each cube equals 1.
6. Erase work on board. Now write the number 439. Tell students to read the number
aloud. Ask students, What would happen if I added one more to the ones place? Guide
students to say the 3 in the tens place would change to a 4 and the 9 in the ones place
would change to a 0. Ask students why that is the case. Students should say it is because
the number system is based on groups of 10, so once a place value spot gets to 10, you
add to the next greater place value.
7. Erase the board, and write another number 295. Ask students, So for this number, if I
added one more to the tens place, what would change? Guide students to say, change the
2 in the hundreds place to a 3 and the 9 in the tens place to a 0. Ask students why that is
the case. Students should say the number system is based on groups of 10, so once a
place value spot gets to 10, you add to the next greater place value.
8. Tell students to go back to their desks. Pass out dice to each table. Explain to students
that they will roll three times. They will then write their three-digit number on a separate
worksheet. The student will then answer an open-ended question asking the student how
they would change their three-digit number if they added 3 more tens to the tens place of
their number and to explain why they did so.

C. Closure
1. When students are done with their open-ended activity. Ask students to put the
dice in the middle of their desks and to not touch anymore.
2. Ask if anyone would like to share their response. Listen to a few classmates and
discuss their answers as a class.
 D. Accommodations / Differentiation -
1. If student is finished before the class on the worksheet, have another place-value
activity ready for them to work on.

E. Assessment/Evaluation plan
1. Formative
a. Questions will be completed to show their ability to tell the value of a
digit by where it is placed in a number.
b. Open ended response will be completed to show their ability to explain
why the digit in the place has a certain value.
V. Reflective Response

A. Report of Students Performance in Terms of States Objectives

1. Did my students achieve the expectations of the objectives?
Yes, my students were able to achieve the expecations of the objectives.
21 out of 21 students were able to answer questions correctly during the
lesson.
21 out of 21 were able to explain why the digit in the place has a certain
value in open ended responses.
o 4 students needed some assistance.

B. Personal Reflection
1. Is there anything I could have done to help their level of achievement?

I could have maybe modeled more examples during the lesson to help those
students who needed some guidance during the open ended question.
2. What could I have done to have students more engaged during my lesson?

3. Was the lesson completed in the time allotted? If not, why?

Yes, the lesson was completed in the time allotted.

VI. Resources