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Lesson Plan: Place Value: New Material - Reteaching - Review

The lesson plan introduces place value concepts to second grade students. It includes objectives, assessments, vocabulary, and a detailed lesson sequence where students will use manipulatives like blocks to represent place values and understand that digits represent amounts in the ones, tens and hundreds places. The teacher reflects that having a place value chart on the floor engaged students and helped increase their understanding, though some adjustments could improve pacing and engagement during counting activities.

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133 views4 pages

Lesson Plan: Place Value: New Material - Reteaching - Review

The lesson plan introduces place value concepts to second grade students. It includes objectives, assessments, vocabulary, and a detailed lesson sequence where students will use manipulatives like blocks to represent place values and understand that digits represent amounts in the ones, tens and hundreds places. The teacher reflects that having a place value chart on the floor engaged students and helped increase their understanding, though some adjustments could improve pacing and engagement during counting activities.

Uploaded by

api-491959087
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan: Place Value

Topic: Place Value Grade Level: Second Name: Sami Jones

Lesson Type: #1 in a series Performance Level: Group Size:


New Material -Reteaching -Review Below – On – Above Whole – Small - Individual

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.

ABCD Objectives:
The students will correctly name how many tens, hundreds, and ones are in a three-digit number with
80% target achievement when given a probe or assignment.

*kid-friendly student objective: I can explain the place value of digits in a number.

Assessment Plan:
The assessment will be informal and used to check for understanding. After the lesson, the students
will individually work on a place value cut and paste worksheet. I will use the student’s performance
on this worksheet to check for understanding and to determine reteaching needs.

Key Vocabulary terms and Definitions:


Place Value: The value of each digit in a number.
Tens: 10 units.
Hundreds: 100 units.
Ones: 1 unit.

Materials:
 Cube Blocks
 Masking Tape
 Cut and Paste Place Value Worksheets (2)
 Warm-up number sheet and plastic sleeves (2)
 Dry erase markers (2)
 Scissors
 Glue

Differentiation/Accommodations:
The students will be able to stand by their chair instead of sitting in it.
The students will be given manipulatives of base ten blocks to solve the problems as needed.
Students will be in the SPED resource room during this lesson.
According to the pre-assessment, Logan has a better understanding of place value than Elli. During
the independent practice, I will give Elli a more basic worksheet and a harder worksheet to Logan.
This will allow both students to progress at their level and build the necessary foundational skills to
add and subtract.

Behavioral Expectations: Transitions: Fast Finishers:


-Students will be expected to As we are transitioning, I will Students who finish early will be
follow the three class rules. count down from 5, so that the given another worksheet that
1. Be on task students move quickly and focuses on the combining of
2. Be respectful efficiently. units to make a number in
3. Do your best standard form.

Attention Signal: Material Management: Grouping:


Teacher: “Class class” I will bring the materials in a Students will be in a small group
Students: “yes yes” bucket. Once we are done using of 2.
the materials, I will ask the
students to quickly help clean
up the blocks and put them in
the front of the room, so the
students are not distracted by
them.
Incentives: As the students participate, come to class on time, are on task, etc. they will earn a token
in their cup. If the student earns 5 coins during the class time, they get a small treat on their way out.
If a student has more than 5 coins, but less than 10, they may keep their leftover coins in their jar for
next class time.

Lesson Sequence:

Time What the teacher is doing What the students are doing
Gain Attention/Warm-UP
2 Mins I will be greeting the students and getting materials The students will come in, get
ready. Once the students are finished, we will their materials off of the
transition into the lesson. appropriate shelf, and begin the
warm-up that is already on their
desk. (Tracing 3-digit numbers)

15 Mins Input & Modeling


The students will join me on the floor where there is a The students will be combining
large place value chart taped onto the floor. I will blocks and counting them. They
dump out some cube blocks and ask the students to will participate in the discussion
help me count them. I will ask for their ideas on the by answering questions and
best way to count them. While trying their ideas, I may sharing ideas.
say, “I think there is a quicker way. How else could we
sort these blocks to count them easier?” Through
brainstorm and discussion, I will lead the students into
combining the blocks into stacks of 10.
Once we get a stack of 10, I’ll ask the students if we
should put them in the tens place or the ones place. I
will then teach, “a tens is one unit of ten. Since there
are ten blocks in this stack, it should go in the tens
section.”
As we continue getting stacks of 10, and reach 100, I
will stop the students and ask them how many 10s are
in 100. If they don’t automatically know, I will count by
10s to 100 with them, putting up a finger each time.
Together, we will then count how many 10s we have
and group them into 100s. We will move them into the
hundreds section on the place value chart.
Once we have counted all the blocks and have them in
the correct place on the chart, I will write the number
of blocks on a white board. I will then ask the students
how many tens there are in the chart and point out
that it is only represented by 1 number in the 10s
place, hundreds place, and ones place while in
standard form.

Guided Practice
3 Mins I will write a couple of numbers on the white board. As The students will move to the
I underline one of the digits, the students will move to correct place value that
the ones, tens, or hundreds section of the place value correlates with the digit being
chart. I will then ask extension questions, such as how underlined.
many units does this number represent?

1 Min Closure Summary


I will ask the students to chorally say what the place Together, the students will say
value each number is while I point to it on the board. what each place value the
(ones, tens, hundreds) numbers are in.

10 Mins Independent Practice


I will hand students a worksheet, scissors, and glue The students will independently
and say, “Now it’s your turn to show me what you work on the worksheet and
learned. Cut out the numbers on the bottom and glue raise their hand if they need
them in the box next to the picture that shows that help.
number.”

Items to be collected as a result of this lesson: Cut and Paste Place Value Worksheet

Reflection:
Overall, I thought that this lesson went well. The beginning was a little difficult with the

transition between classes and getting set up. One student finished the warm-up super quick and I did

not have another one for her. The other student was new to my class and today was the first day I met

her. I unexpectedly had to go through the procedures and class rules again, which took some time, and I

was not as prepared as I should have been. Another unexpected thing that happened this lesson was the

janitor came in and started teasing the students by moving and hiding the manipulatives. This was

difficult because I did not know how to take the lesson back and ask him to stop messing with the

materials or trying to teach the students.

Once I got started on the bulk of the lesson, everything went a lot smoother. One thing I would

have changed was as we were counting the blocks and putting them into groups of 10 is talking more.

My mentor teacher was a great example when she knelt down and told the students they were doing a

great job counting and touching each block once as they counted. She then put ten together and then

asked the students to count them for her and “double check her work.” I though this kept the students

more engaged and built relationships and confidence.

One thing I thought went well was having the place value chart on the floor. I was able to have

a discussion with the students as they worked with the blocks and increase their understanding. Both of

the students were able to participate in the lesson and be active. The classroom management was good

too. I asked the students to raise their hands once and they applied it for the rest of the class time. The

students were able to stay on task and followed directions with very little prompting. I think this is

because I kept the pacing of the lesson a little quick so they were engaged and I did not lose either of

them during transitions.

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