CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 1

MATHEMATICS LESSON PLAN TEMPLATE

Name: McKenna Ciner Host Teacher: Suzanne Billette
th
Date Lesson will be Taught: November 29 , School: Kolb Elementary
2018
Time Lesson will be Taught: 9:30am Grade Level: 2nd grade
Lesson Topic: Place Value from 1-1000

Common Core State Standards – Mathematics (CCSS-M): http://www.corestandards.org/Math/

1) Mathematics Content Standard:

CCSS.MATH.CONTENT.2.NBT.A.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.

CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2) Standard for Mathematical Practice (SMP):

b.CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
c. CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Lesson Objective(s):

1) Mathematics Content Lesson Objective(s):

Students will be able to represent three digit numbers in amounts of hundreds, tens, and ones using
the place value chart.
Students will be able to write numbers to 1000 using base ten numerals.

2) Standard for Mathematical Practice (SMP) Lesson Objective:

Students will be able to represent place value using base ten blocks online and using a place value
chart.
Students will be able to monitor progress and switch strategies if necessary.

Prerequisite Mathematics Knowledge and Skills:

- Students should know how to count to one thousand verbally
- Students should understand tens and one’s place value
- Students should know how to read three digit numbers
- Students should know how to make a place value chart and add two digit numbers using the chart.

Common Learner Misconceptions or Common Errors Related to the Mathematics addressed in this
Lesson:
- Students may struggle with knowing what number goes with what place value.
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- Students may have trouble understanding that 5 tens = fifty ones. Even though it is a five, if it is in
the tens place it means fifty.
- Students may struggle with understanding that the tens place already includes a zero- so do not
write fifty in the tens place in the chart, you would write 5 (five tens=50)

Mathematics Vocabulary (or Mathematical Symbols):

Hundreds- The third place to the left in a number (the first number you read in a three-digit number i.e.
159= ONE HUNDRED fifty-nine) Hundred can be thought of as ten bundles of ten.

Tens- The second place to the left in a number (the second number you read in a three-digit number. (one
hundred FIFTY-nine). Ten can be thought of as ten bundle of ones.

Ones- the first place to the left in a number (last number you read in a three-digit number i.e. one hundred
fifty-NINE). One is a single value. A single piece.

Place Value Chart- a chart to help sort out the numbers in the correct place. The place value chart helps to
decompose the number. It shows that one can split a number into hundreds, tens, and ones. It identifies
the value of each digit in a three-digit number.

**SEE ATTACHMENT ONE FOR FURTHER INSTRUCTION**

Diversity:

 Special Supports:
- If students are having trouble placing the numbers in the place value chart they can use the base
ten blocks to model the problem before writing the answer in the value chart. If the students know
the shapes (square for 100s block, line for 10s block, dot for 1s block) they can also draw out the
problem before correctly placing it in the value chart.

 Language Supports:

- Vocabulary will be gone over in depth including a model using pictures. The attachment of
vocabulary is attached below.
- The objectives of the lesson will be stated clearly at the beginning of the lesson so that all students
understand the purpose of the lesson.

 Culturally Responsive Instruction:

- Students will justify their work along with the strategies that they used to get their answers on the
problems given.
- Students will have a discussion as a class to discuss their strategies on how they filled out the
place value chart. The teacher will prompt to ask who agrees/ who has another strategy during this
class discussion. Students are given a choice on what type of problem to create with the three
numbers from the dice that they rolled.

Differentiation:
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 Differentiating Mathematical Content:

- Students will be posed with questions that are considered low floor, high ceiling questions.
Students will use two different types of dice. The red dice have 0-5 and the blue dice have 6-10.
Students are allowed to create their own three-digit number using the three digits they rolled.
- For students that struggle in this content area, they will be able to use the hands on manipulatives
to demonstrate the place value chart using base ten blocks.
- Students will work in partner groups (using team work) to come up with the number and fill out
the game sheet together.
- There is one particular student who struggles to focus, the teacher will keep a watchful eye on the
student, partner him with a special buddy, and intervene with the appropriate tools if necessary.

 Differentiating Mathematical Processes:

- Students will have the option to use the base ten block manipulatives if they cannot use the online
version of the blocks.
- The teacher can choose what students get all red dice, which students get all blue dice, and which
can get a combination of both.

 Differentiating Mathematical Products:

- Students will demonstrate their thinking by using the online base ten blocks, and by drawing the
image on their paper.
- Students will have the opportunity to work as partners to solve the problems strategically.
- Students will explain their thinking on the worksheet that is given.

Evaluation Plan:
Students will be evaluated on 3 questions on a worksheet (post activity).
The grading scale will be based on a rubric (each question is worth two points)
Each row is the rubric per question:

Student does not explain their Student attempted to explain Student explained their
thinking, when prompted. (0 their thinking, but did not thinking to solve their problem
points) complete their explanation or fully. Student shows that they
thinking was not clear. (1 can read and place value on
point) numbers correctly. (2 points)
Student does not correctly label Student attempts to place Student showed representation
number of place value (0 number correctly, but for each number correctly. The
points) incorrectly places value on one student writes and uses
or more numbers. (1 point) expanded form correctly. (2
points)
No student strategy is shown Student attempted to explain Student fully shows their
and there is no explanation of their thinking, but it was strategy and correctly explains
student thinking. No use of unclear and the answer in the their thinking, including the
technology. (0 points) place value chart is incorrect. correct answer to the question.
Student makes an attempt at Student properly identifies
using online technology. number in the place value chart.
(1point) Student correctly uses online
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technology to represent their
problem. (2 points)

Home/School Connection:
This is a post that will go up on my classroom website for parents to read about or math endeavors in
class this week.

Happy Friday Eagle Parents!

This week in our classroom we focused on place value. Students had the opportunity to explore the use of
base ten blocks to model a place value chart. Students are learning and working with the values of
ones, tens, and hundreds. It is important that students get the reinforcement of the material at home!
Reinforcing this content can be fun for the home family!
- As you are reading recipes, reading signs, or traveling with your family, point out some two and
three digit numbers. (i.e. calories on a granola bar or their favorite cereal, or the speed limit
sign).
- Have your student talk about what numbers are in what place, and ask them to explain their
thinking.
- Ask your student what is the smallest number we saw today? What is the largest number we saw
today?
These different activities show that math is in the real world and helps reinforce the content we are
learning at school!
We also have an online tool that we are using. If you go to mathlearningcenter.org, click on resource,
then go to math apps, we are using number blocks to represent our three digit numbers. Your student
can try it at home!
As always, if you have any questions please feel free to reach out to me by phone (810-676-0001) or
my email (mrciner@ecsd.us).

Have a wonderful weekend!

Ms. Ciner

Legal/Ethical Issues:
- Students in the classroom will be videotaped, but there will be no video of faces. This is only to be
used as a teaching tool for the student candidate.
- Names of students (as written on assessments or learning results) will not be shared with anyone
other than teacher or legal guardians of the student.

Sources:

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school
mathematics: Teaching developmentally (Tenth edition). Boston: Pearson

Number Pieces Basic. (2018, February 16). Retrieved from

https://www.mathlearningcenter.org/resources/apps/number-pieces-basic
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 5

Adapted from: McGraw Hill (n.d.). McGraw-Hill My Math Grade Two. Retrieved from
https://www.mheducation.com/prek-12/program/mcgraw-hill-my-math2018/MKTSP-ACJ04M0.html

Osborne, J. E., & Goodenow, E. A. (2000). What is place value? New York: Newbridge Educational Pub.
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 6
Instructional Process
Planning Process (VDW pp. 55-58 and Step 5 pp. 64-65)
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
BEFORE Transitions:
The classroom uses a call back- I will say
SpongeBob and the students will say back “square
pants”. I will then ask students to clear desks, grab
their whiteboards and join me at the carpet. The
routine is that I dismiss students and they all join at
once.

- Activate/Assess I will begin by introducing the book to the class. I will Who will volunteer to read the See attachment photo 1 Students will each need a white
Prior Knowledge read the author and the title to the class. number on the front cover? board, marker, and an eraser.
Who can draw a place value
Before starting the book, I will state the goal of our chart? I will be reading the book What is
time today is to find out what place value is and how Place Value? By J.E. Osborne.
to model it.
Using Q1 I will model the place value chart. I will
show it using numbers and base ten blocks. I will (for each of the pages listed that
explain that we will be using this throughout the we will stop at, these are the We had to use 16, so I put a one
lesson. (see attachment number one) questions) in the tens place and a six in the
1. Who can draw this ones place.
During reading the book, I will stop at the soccer number on a place
page for students to try and model using the place value chart? To make sixteen I knew that I
value chart. I will stop at the berry page as well. 2. How did you get that could use sixteen ones so I drew
Students will add them together and they will model answer? sixteen ones.
the question using the place value chart. On the 3. Who agrees?
spots page I will ask the questions on the page. 4. Why do you agree?
Students will write the number in the place value 5. Who can repeat what X
chart. said?
- Make sure the Task 6. Did anyone use a
is Understood After reading the book, students will return to their different strategy to get For 159 I put a one in the
desks. I will ask students to get out their chrome the answer? Who will hundreds place, a five in the tens The game requires:
books. We will go to mathlearningcenter.org (use show me their place, and a 9 in the ones place. - Dice for each pair (red
word to put the website in bold on the computer.) strategy? and blue)
I found the tens place in the - The worksheet provided
Allow students two minutes to explore the game. For the last page of questions in number and knew that 5 meant
Then call all students back together. the book: there were five tens five tens is
- Establish Clear - How do we draw this equal to fifty.
Expectations When everyone is there I will model the game for the on a place value chart?
students.
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Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
- You roll the dice three times. Write down - How did you know how
the numbers that you get. Combine the many tens there were
numbers to make a three-digit number (i.e. in the tens place?
if you roll a 1 3 and a 4 I would make the - What strategies did
number 134. you use?
- After students have seen an example,
partners will come up, grab a sheet of
paper and two dice and begin the game.
- Proceed to use the online activity to make
a place value chart.

Instructional Process (Continued)

Planning Process (VDW pp. 58-60 and Step 6 p. 65)
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment
Thinking/Strategies
DURING Transitions: This will be written on the board for
students to do when they are done with the game.
Students have a few things to finish
- Play the game
- Put your laptop away
- Put the dice away

- Let Go Students will work on the game. Would you share with me your See attachment photo two to see The game requires:
strategy? examples of student thinking - Dice for each pair (red
and blue)
The teacher will monitor and notice student thinking. Will you share your thinking with Student that is struggling will use - The worksheet provided
- Notice Students’ me? hands on manipulatives.
Thinking Decision making- make choices on who to call on-
who can scaffold? Try using hands on
manipulatives.

How did you get the number

156? How can you represent it
- Provide Appropriate using our place value chart?
Support As the teacher is walking around, it is important to
notice student thinking and how to scaffold the Is there another way that you can Got 156 by rolling dice, I then
discussion and show different problems (look for a think of to model this number? used the online tool to show 1
- Provide Appropriate smaller number to start with, working your way up Try to blue dice hundred block, 5 tens, and six
Extensions and find interesting strategies for students to share.) Try the red dice ones.
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 8
I can also show it by using 15
tens and six ones.
- Decision making to
plan for the sharing
of student thinking
in the “After Phase”
of this lesson

Instructional Process (Continued)

Planning Process (VDW pp. 60-62 and Step 7 pp. 65-66)

Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
AFTER Transitions:
Use SpongeBob square pants call back and ask
students to come to the carpet with their worksheet
and their partner.

- Promote a Using the mental notes that the teacher has taken What strategy did you use? Had low number of 146, so I used Place Value Worksheet
mathematical on different students to share their strategies, start 14 tens and six ones.
community of by asking who would like to share their strategy with Will you share your thinking with
learners, and the class. me? Used one hundred, four tens, and
- Listen actively six ones.
without evaluation Who agrees with this strategy?
Ask students to come to the carpet with their game Who can tell my why you agree? “me too” hand gesture to know
sheet. who used same and who used
different.
Have partners sit together (since they will be sharing Can someone repeat what X just
worksheets) said? Struggled with lining up the
- Summarize main numbers correctly using
ideas Place value is important to understand the value of a Who used the same strategy?
number. How big or how small it is. You used placed It was hard to use the online tool,
value to answer questions five and six. Is there another way that you can so we switched to the hands on
solve this problem? tools.
Once conversation at the carpet is over, students
will be sent back to their desks What were some things that you We rolled and made the number
struggled with while playing this 647, WE used six hundred blocks,
game? four ten blocks, and 7 one blocks.

- Conduct any formal

post-assessment
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CAEP/ACEI Assessment #3: Lesson Plans
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Attachments

1.

2.
CAEP/ACEI Assessment #3: Lesson Plans
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CAEP/ACEI Assessment #3: Lesson Plans
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CAEP/ACEI Assessment #3: Lesson Plans
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(Game)

Rolling the Value: A Place Value Game!

Directions: take turns with your partner. Roll the die three times. Make a three-digit number with
the numbers you rolled. Model using the base ten block program on the Chromebook. Draw the
model on your paper.

1. ____ ____ ____

2. ____ ____ ____

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3. ____ ____ ____

4. ____ ____ ____

5. What was the biggest three-digit number you rolled? How do you know?
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6. What was the smallest number three-digit number you rolled? How do you
know?
(worksheet)

Place Value!
1. What do hundreds, tens, and ones tell you about a number?

__________________________________________________________________________________

__________________________________________________________________________________

2. 504= _____ hundreds _____ tens _____ ones

3. This number has 6 in the hundreds place, and 4 in the ones place. The
number of tens is the digit between the number of ones and the number of
hundreds. What is the number? ______________ Explain your thinking and
model using the place value chart.

three-digit number ____ ____ ____

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