Changing Tens and Hundreds Place Value

Changing Tens and Hundreds Place Value
Rationale: I know how to change

place values of ones, tens and hundreds place by comparing numbers and using addition and subtraction. Materials/Equipment: 19 Whiteboards 19 dry erasers Yellow journals White board Big dice TEKS Achieved: Math: 2.5B, 2.13.A
Submitted by: Deborah Heineman Assignment: Math for Grade Level 2 Objectives: TSW count by adding, subtracting and comparing numbers to change the place value of one tens and hundreds. TSW be able to explain and record their math problems using math terms and symbols. Lesson Plan:
Introduction: I brought a special puppet with me today, his name is Freddy the frog. 1. Can anyone tell me why I brought Freddy to school? 2. We will discuss that Freddy loves to eat the larger numbers to help me with math. I will explain that he is not built up an appetite yet, so we will let him eat our larger numbers after we review some math vocabulary and math problems. 3. I will write on the board 325. I will ask the class, what form is it written in? The students will let me know that this is written in standard form. 4. I will write down examples of the same number written in expanded form on the board and ask, what form is it written in? They should answer expanded form. 5. I will ask students to get their yellow binders out. They will be instructed to write down, the word form of 325. 6. The students will write it down in word form. I will write it down on the board for them. Three hundred twenty five they will copy it in their journals. Give more examples if needed. 7. I will get the smart board turned on and ready for some math problems to have the students figure out. Call one student up to fill in the blanks. 8. We can draw our chart to help with adding on to the number values, if the students are not able to get the correct answers. Draw a chart table to help understanding. Get the dice out if the students are getting restless. They can take turns rolling out the numbers and writing them on the smart board. 9. Ask the students to quietly sit in a circle, since Freddy is getting hungry and is ready to eat. We will use greater than, less than, and equal to signs to solve problems using small white boards. Before handing out whiteboards teach them this song. 10. Sing the song, Fred-dy, Fred-dy, chomp, chomp, chomp repeat it. 11. Sing it using the song before students write the answer on their white boards. Face Freddy in the direction to eat the greater numbers to indicate correct answer. Have them write it down and face the board to show their answer. Process: Information Giving: Through examples on the white board students will be able to give math terms used in problems. Modeling: I will model by using the white board and smart board to review some examples. Check for Understanding/ Guided Practice: Students will raise their hands to answer questions during the examples given on board. Independent Practice: By writing the math problems in their journals they will be able to understand by rewriting them. Closure/Culminating Activity: They will be in math rotations with their groups.
Blooms Taxonomy:
Knowledge Comprehension Application Analysis Synthesis Evaluation
Differentiated Learning:
Auditory Kinesthetic Verbal/Linguistic Intrapersonal
Visual/Spatial Logical/Math Musical Interpersonal
Classroom Strategies:
Cooperative Groups Hands-On Technology Centers Independent Activities Simulation Charts/Graphs/Maps Lecture Problem Solving Whole-group Peer tutoring Pairing
Accommodations:
Curriculum Integration:
Music Social Studies Science Writing Math Reading Theatre Art
PE Health
1. (for a child with a Down Syndrome) I would give student an example on paper of math problem to review one on one. 2. (for an ELL) They would have their example on a sheet of paper in front of them to be able rewrite each one in their journal or on form. 3. (GT students) I would challenge students with a word problem to solve.
Enrichment/Extension: Students will have math rotations Assessment/Evaluation: Using their yellow binders to write down problems they
worked on will indicate their understanding, if the student has not written the information needed for a better understanding, this would indicate how much the student did not understand.

Changing Tens and Hundreds Place Value

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Changing Tens and Hundreds Place Value

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Changing Tens and Hundreds Place Value

Rationale: I know how to change

Visual/Spatial Logical/Math Musical Interpersonal

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