Name: Kimberly Jackson Grade/Subject: Grade 2 Math Date: 3-11-23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

The student is expected to…use standard, word, and expanded forms to represent numbers up to 1,200 . (2.2B)

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

The learner will use prior knowledge of place value to be able to write numbers up to 1,200 in standard, word, and expanded forms.
Students will be able to write and identify numbers in all 3 forms.

3. SMART By the end of the lesson, students will individually demonstrate the ability to convert and write
Objective(s): (C3) numbers in standard, word, and expanded forms with 80% accuracy.

Essential Question: Why is it important to be able to write numbers in three forms?

4. Central Focus The purpose of this lesson is to build upon student’s knowledge of numbers and place value.
(C4) Students will learn that the numbers they are used to seeing are written in standard form. The
How will this lesson link students will learn how to use words to write a number and how to take apart a number by place
with other lessons in the value to write in expanded form. This will be used in future lessons, as well as real-world
unit? scenarios.
Learning Targets I CAN write numbers up to 1,200 in standard, word, and expanded forms.
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Convert
represents the language
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Place value, standard form, word form, expanded form, one’s place, ten’s place, hundred’s
meaningful ways. place, thousand’s place

There are 4 language

demands to consider as
you require students to Discourse (Structures of written and oral language, how will they talk, write, and participate in
read, write, speak, listen, knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demonstrate and perform. Class discussions, partner discussions, use place value chart to break down numbers

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Place value chart, visuals of a number broken apart with math cubes
Sequence of events:
Give students a number
Use a place value chart to break number down
Show how to write using word form or expanded form
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) I will model how to tell the difference in standard, word, and expanded form. I will show them
The resources, place value charts and how a number breaks up into expanded form. I will show students how to
representations, and use words to represent numbers. I will model converting numbers into different forms.
strategies you will
provide to help students
understand, use, and Vocabulary Strategies - (GO TO Page)
practice the concepts and 1. Repetitive exposure to words
language they need to
learn within the
discipline 2. Learning vocabulary in both written and oral speech

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: Elaboration and Organization (Hattie)

-Talk: Classroom discussions (Hattie)

Syntax - (GO TO Page)

1. Graphic organizers- specifically place value charts (Marzano)

2. Cues and questions (Marzano)

Making Content Comprehensible (R9)

Visual and graphic supports- Use a place value chart and math link cubes so students can see it
visually.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Homework assignment. Exit slip at the end of the lesson with numbers to convert
Assessment(s) must be into other forms. Then I will put their papers into 3 piles to see where work is needed: those
aligned to the TEKS, who got it, those that sort of got it, and those that don’t get it.
and objectives.

Summative: End of unit test. I will have a few questions about converting numbers into other
forms grouped together on the test.

Assessment of your language demands:

Formative: With class discussions and working problems as a class, I will see who understands
the vocabulary terms used.

Summative: Standardized questionnaire. Can the students understand the vocabulary to

perform conversion of numbers into other forms?
8. Hook (C7) Hook activity (make connections to prior learning)
NumberRock Expanded Form, Word, and Standard Form: This song goes over place value and
gives a preview of what the lesson will cover.
Closure (C7) https://youtu.be/qeAVXeETETI

Closure Activity: (make connections to prior learning)

Whip Around- Students throw a ball around and share one thing they learned.
Student Assets (C7)

Personal assets: refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so
on, that a teacher can draw upon to support learning.
Cultural assets: refers to the cultural backgrounds and practices that students bring to the learning
environment, such as traditions, languages, worldviews, literature, art, and so on, that a teacher can draw
upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events and practices, and so
on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – After the hook activity, I will introduce the new vocabulary terms that come with
Learning Task(s) this lesson. I will put a number on the board in standard form and model how to use a
(C9) place value chart to find the value of each number. I will talk the students through the
thought process of breaking a number down. I will write a list of words (ex. eighteen,
Be sure to include: forty, hundred) for students to refer to, because word form is new to them. I will show how
How will students learn to change the number from standard form to word form, and standard form to expanded
and use academic form.
language?

Three higher order WE DO – We will work problems together (teacher at the board, students on individual
thinking questions. white boards) while I talk them through the process. Then, I will back off some and let
students tell me what my next step should be while still working together.

Marzano Strategy

YOU DO – Students will pair off and use a practice page to convert numbers from
standard form into word and expanded form. I will roam the room and answer questions,
as needed. Once everyone is finished, they may work on the Splash Learn site, and I will
pull those still struggling to small group.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Tiered instruction (Tomlinson)- ELL and
lower level students will be given a practice page that has the number in standard form
and also shown with unit blocks. They can be given physical unit blocks, if needed.

o Gifted / advanced learners: Anchoring activities (Tomlinson)- Students that finish

quickly may move onto a more difficult problem set with larger numbers or can get on
the site Splash Learn to solve more similar problems.
 Technology: -(GO TO page)
Students can use the site Splash Learn to solve (Bloom) expanded form problems.

Marzano Strategy - (GO TO page)

Students will use cooperative grouping in homogeneous groups to work on problem sets.
(Marzano)

Higher Order Thinking Questions (GO TO page)

1. Can you list the steps to take a number from expanded form back to standard form?
(Remember: Bloom’s Taxonomy)
2. How would you classify these numbers? (Apply: Bloom’s Taxonomy)
3. How would doing ______ (ex. Changing the number in the tens place) change the final
results? (Analyze: Bloom’s Taxonomy)

Grouping / Partnering Technique: (Hattie)

Within class grouping (Hattie)- I will use homogeneous grouping for the practice problem set.

Potential misconceptions and your plan to address it: One potential misconception is
where numbers go on a place value chart. I will begin by going over the place value chart.
Another misconception is the spelling of number words. I will give the students a word
bank and they will be tasked to write word form numbers with correct spelling for
homework practice.

10. Resources and Pencil

materials needed (C9) Paper
Practice problem sheet
(E7) White boards
Markers
Erasers
Teacher computer
Projector
YouTube video for Hook: Number Rock Standard Form, Word Form, Expanded Form
Math unit blocks
Inflatable ball for Whip Around
Exit slip
Student tablet
Headphones

Classroom seating- Chair bands for students that have trouble focusing and need
movement.
Visual Timer- A timer on the board that students can use to ease anxiety of not knowing
how much time they have left.

(How might you differentiate materials and resources for learners with various needs?)

Math manipulatives may be provided to students that need them.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Managing bathroom breaks
Management Strategies 2. Having materials needed
(CBM5) 3. Finishing work early
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Student may give answers verbally or show with math link cubes instead of written.
strategies and planned
supports, will you employ to 2. Student is given 10 more minutes to work on problem set.
meet the needs of each
student that has identified
3. Student is given a dry erase place value chart to use, while the rest of the class watches the
special learning needs?
teacher use a place value chart on the board.

Modification(s)- (A change in what is being taught or what is expected from the student):
1. Student must only answer 3 of the 6 problems on the practice page.

2. Use of 2 digit numbers instead of numbers up to 1,200

3. Student is given a practice problem page that has the number in standard form as well as
picture form, and instead of asking student to convert to expanded form with an empty blank,
(E11)
the student has a blank that already has plus signs in it __+__+__.

Strategies for ELLs (strategies that support language acquisition)

1. Visuals- picture cards that go along with important words

2. Slower speech

3. Pre-teaching to preview

4. Build topic-related vocabulary (place value, expanded, word, break)

5. More processing time