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Lesson Plan Math

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Aleja Panotes
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8 views

Lesson Plan Math

math

Uploaded by

Aleja Panotes
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Place Value of Two-Digit Numbers

Grade Level: 2

Subject: Mathematics

Duration: 60 minutes

Topic: Place Value of Two-Digit Numbers

Objectives:

By the end of the lesson, students will be able to:

1. Identify the tens and ones in a two-digit number.

2. Represent two-digit numbers using base ten blocks or drawings.

3. Compare two-digit numbers based on place value.

I. Learning Materials:

 Base ten blocks (or drawings)


 Whiteboard and markers
 Number cards (with two-digit numbers)
 Worksheets on place value
 Flashcards with different two-digit numbers

II. Lesson Flow:

1. Motivation/Introduction (5 minutes)

Objective: Engage students with a simple warm-up.

Activity: Start by asking, “Who can count from 1 to 50?” Let students try it.
Afterward, ask, “Who knows how to make a number like 24 with blocks or
drawings?”
 Introduce the lesson by saying: “Today, we are going to learn about
numbers and how they are made up of tens and ones!”

2. Presentation/Explanation (15 minutes)

Objective: Teach students about the place value system.

Activity: Write a two-digit number on the board, such as 34.

 Ask: “What number is this?” (34)


 Draw or use base ten blocks to show 34 (3 tens and 4 ones).
 Explain: “The number 34 is made up of 3 tens and 4 ones. The tens tell us
how many groups of ten we have, and the ones tell us how many single
units we have.”*

Repeat this for a few other numbers (e.g., 25, 48, 67), showing how tens and ones
work.

3. Guided Practice (15 minutes)**

Objective: Students will practice identifying tens and ones in two-digit numbers.

Activity: Divide the class into small groups and give each group base ten blocks
(or drawings of blocks).

 Give them different two-digit numbers (e.g., 45, 29, 71).


 Ask them to use the blocks or draw the tens and ones to represent the
numbers.

Afterward, have each group present one number and explain: “This number has
__ tens and __ ones.”

4. Independent Practice (15 minutes)

Objective: Students will demonstrate understanding of place value


independently.
Activity: Hand out worksheets with a mix of two-digit numbers.

 On the worksheet, students must draw base ten blocks to show the tens and
ones for each number.
 Some questions will also ask students to write the number of tens and ones
(e.g., 36 has __ tens and __ ones).

5. Application (10 minutes)

Objective: Apply understanding of place value to compare numbers.

Activity: Use flashcards with different two-digit numbers.

 Show two flashcards at a time (e.g., 58 and 64).


 Ask: “Which number is bigger? How do you know?”
 Guide students to use the place value: “58 has 5 tens and 64 has 6 tens, so
64 is bigger.”

Let students compare several pairs of numbers on their own.

III. Evaluation/Assessment (5 minutes)

Activity: Give students an exit ticket with a simple problem:

 “Draw the tens and ones for 53. How many tens and how many ones are
there?”

Collect their answers and review them to ensure understanding.

IV. Assignment:

 For homework, ask students to bring an item from home that represents
the number of tens and ones (e.g., 12 pencils as 1 group of 10 pencils and 2
extra pencils).
V. Reflection:

 After the lesson, review whether students understood place value and
make adjustments in the next lesson if needed.

Materials:

 Base ten blocks or paper versions


 Number cards (two-digit numbers)
 Worksheets with place value exercises
 Flashcards for number comparison

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