STEM 433/533 Lesson Planning Template

Name: Ms. Gabrielle Mitchell Grade: 2nd Grade Topic: Place Value
Brief Lesson Description:

In this lesson, students will be exposed to the hundred place concerning place value. They will have
numerous opportunities to understand, practice and apply the concept of place value. The students will
be tested in different ways, graded and non-graded, to determine whether they are understanding and
are able to apply the information presented to them. Everything on this lesson place will not be
completed in one day. For example, if this lesson starts on a Monday, then the robot project won’t be
introduced until Tuesday or Wednesday.

Specific Learning Outcomes:

 Students will identify the place value of digits in their various forms
 Students will use manipulatives to demonstrate their understanding of digits and their place
value
 Students must practice identifying different ways to rearrange place value digits on a place
value mat.

How did this lesson develop as a result of your examination of research and data about employing culturally
sustaining pedagogical strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)

Based on the previous lesson, students have shown that they understood the concept of place value
using two-digit numbers. Now we will be moving into three-digit numbers. They will complete this
activity as a preassessment to determine what they remember. At the beginning of the year, there
were numerous questions that were posed to the students about their interest consisting of different
categories (food, snacks, video, games, homework, classwork, brightness of the classroom, etc.). I
posed these questions to ensure that I was doing my best to hear the concerns of my students, along
with providing them a good quality education.

Narrative / Background Information

Prior Student Knowledge:

 Identify and write the place (ones, tens, hundreds) of each digit in a three-digit numeral.
 Demonstrate understanding of the ten-to-one relationships among ones, tens, and hundreds,
using manipulatives
 Write numerals, using a model or pictorial representation
 Read three-digit numbers when shown a numeral, a model of the number, or a pictorial
representation of the number.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

2.1a – Place Value 2.15 The student will refine Pre-K–2 Expectations: In Pre-K
motor skills (e.g., cutting, through grade 2 each and every
a) The student will read, write, and modeling, molding, student should–
identify the place and value of each tearing, weaving) to  Use multiple models to
digit in a three-digit numeral, with create two-dimensional develop initial
and without models and three-dimensional understandings of place
works of art. value and the base-ten
b) Identify the number that is 10 number system;
more, 10 less, 100 more, and 100
less than a given
number up to 999;
Specific Problem-Solving Strategy being used:

The CRA method will be used as a problem-solving strategy.

Concrete: The students will use fruit loops to simulate the use of base-10 blocks. They will also create a number
shown on the board, using base-10 blocks.

Representational: The students will complete a place value worksheet. They will be asked to create a number,
draw picture, and write the number in expanded form.

Abstract: The students will create a place value robot and show that they have understood everything they have
learned. The base of the robot will be provided for the students, but they must create the rest of the robot’s body.

Possible Preconceptions/Misconceptions:

 Students may write a number as one thing but understand it to be a different number. (Doing this by
reversing the number; 61 as 16 and 16 as 61).
 A student may use the numerals in the order given rather than using the place value position described.
 Students may fail to understand the values associated with the base-10 manipulatives, overlook the key
that is given, or experience difficulty with translating from the model to standard form when one of the
place value positions is not included in the model.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant
events are awesome to use here)

 We have been covering the topic of place value for a while now, so the students are aware of the
concept of place value. The opening activity of this lesson will consist of a worksheet and fruit loops
(shown below).
 Prompt the students with what they know about place value so far. Why do we need to learn about
place value?
 To start off, the students will be presented with a worksheet that has the words “ones,” and “tens”
on it. Each of them will also be given nine pipe cleaners.
 The students will then use the pipe cleaner and add ten fruit loops to it, as needed (this represents
the base-10 “rod”). They will also be given individual fruit loops (This represents the base-10
“units”). The students will also be given a stack of 15 small paper squares with numbers on them.
 The students will use the supplies given to them to practice place value.
 REMINDER: Inform the students that they should not be eating the fruit loops until they are
instructed to do so. Everyone will have an opportunity to eat some fruit loops, but we will not be
eating fruit loops during the activity.
Probing Questions:
 Why are we using fruit loops?
 What do the fruit loops represent?
 What is another way that we can represent ones and tens?
 Do this remind you of anything else that we might have used?

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

 The students will be learning about place value, but they will not begin to incorporate three-digit numbers.
Before getting started, the students will watch this video to refresh their memory about the “ones” and
“tens” place. It will also introduce the hundreds place (We will learn/hear about the thousands place in the
video just for fun). Click Video: Place Value - BrainPOP Jr.
 After the video, we will begin working with place value mat shown below (the concrete portion). The
students will practice creating different three-digit numbers,
that are shown on the smartboard, on their place value mat
using base-10 blocks.

Materials Needed: Place value mat, base-10 blocks, pencil

Probing Questions:
 Why do we need to know the place value of each digit?
 What are some other ways that we can represent different
numbers?
 Why are we using base-10 blocks?

EXPLAIN: Concepts Explained and Vocabulary Defined:

Here we will review the vocabulary and some examples of each. We will then have a short discussion of
any questions the students may have regarding place value. Also, take this time to address any areas in
which students may be confused about.

Vocabulary:
  Place Value: The value represented by a digit based on its position in a number.
 Standard Form: Expressing numbers by using numbers (456)
 Word Form: Expressing numbers by using words (four hundred fifty-six)
 Expanded Form: Expressing numbers by writing them out based on their value. (400 + 50 + 6)
 Hundreds: In a three-digit number, this is the number on the far left.
 Tens: In a three-digit number, this is the number in the middle.
 Ones: In a three-digit number, this is the number on the far right.
 Digit: Single numbers to represent a value in place value

https://www.library.pima.gov/wp-content/uploads/sites/6/2021/10/Homework-Help-Skills-Sheets-Math-Grades-2-3-Standard-Word-
Expanded-Form_English.pdf

Probing Questions:
 Can you create different items that we can use to create three-digit numbers?
 Why do we need to learn about place value?
 How can we remember these terms. (Think about how we study our sight words in English)

ELABORATE: Applications and Extensions:

For this activity, the students must now show

that they understand the concepts of place
value presented thus far by combining
everything together. To do this, they will
complete this worksheet below. They will roll
the dice to create a three-digit standard
number. Next, they will then create the
number using the base-10 blocks first, then
turn those blocks into picture form on their
paper. Finally, they will expand the number
based on its value (456: 400 + 50 + 6).

Materials: 1 dice per student

Probing/Clarifying Questions:
 Do you remember the
meaning of our vocabulary terms?
 What is the highest
number you can create?
 Did you have any
difficulty trying to create three-
digit numbers? If so, why?

If students finish the first activity, they

may then move on to this activity. Here, the numbers are not provided for the students. They must
create the numbers on their own by rolling the dice.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

 A slideshow will be shown that will flash various two-digit and three-digit numbers on the
smartboard (in standard/word/expanded form). The students will use their dry erase board/markers
to display the requested form based on how the number is displayed on the board.

Materials: smartboard, dry erase board, dry erase markers

**During this activity, I will be making note of student responses and taking into consideration
whether I need to review certain concepts of place value.

Probing/Clarifying Questions:
 Are you having any difficulty creating different numbers?
 Do you have the correct numbers in the correct place values?
 How will you check to make sure you are displaying the correct number?

Summative Assessment (Quiz / Project / Report) (Include a rubric):

 The students will be given an opportunity to go off on their own and show that they truly
understand the concept of place value. The student will be creating a place value robot, as shown
below. They will be given the square portion of the robot with the four squares and one rectangle,
but they must create everything else (head/face, arms, feet, etc.).
 The first block MUST have their chosen number in “standard form.” The other three (picture form,
expanded for, word form) can be in any order as long as it displays the correct content.
 The students will be expected to be creative as they create their own “Place Value Robot.”
 This would be my example to my students.
https://www.weareteachers.com/place-value-activities/

Criteria Levels

4 – Exceed 3 – Good 2 – Getting There 1 – Needs

Expectations Improvement
The student has a The student The student The student is
Understanding of clear understands the somewhat unclear on the
Place Value understanding of how to create understands how concept of place
how to create numbers in to create numbers value. The
numbers in standard, word, in standard, word, examples provided
standard, word, and expanded and expanded by the student are
and expanded form. The student form. The student little to none.
form. The student also provided provided very few
also provided examples of each. examples of each
examples of each. form.
The student’s The student’s The student’s The student’s
Creativity/ project displays project displays project displays project
Neatness original work that work that is original work but unorganized. Very
is organized. organized. is somewhat little pictures
Incorporates color, Incorporates some organized. and/or words are
pictures, words, color, pictures, Incorporates few included in the
shapes, etc. words, shapes, colors, pictures, project.
etc.). words, shapes,
etc.).
There are no There were few There were less There were more
errors. Concepts errors. Concepts than 5 errors. than 5 spelling and
Grammar/ were clear. were Concepts were grammar errors.
Mechanics understandable. understandable. Concepts were
unclear.

Plan for differentiation: (Be sure to specifically address the following learners)
  Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 The instructions given during the lesson will be organized and clear so that they students understand
what is being asked of them. I will also pull into small groups to review concepts they may have
difficulty understanding regarding place value.

 ELL
 All depending on the amount of English a student knows, I as the teacher will do my best to speak at
a steady pace so that my ELL students catch every word. I will use appropriate visuals and gesturers
to help them understand the concepts being taught. I will also pull into small groups to review ideas
they may be having a hard time understanding regarding place value.

 Gifted learners
 These students catch on quickly to the concepts of math. For the topic of place value, instead of the
numbers being provided for them, they will be able to create their own two/three-digit numbers. I
will help my gifted learners begin thinking critically about math by providing them with questions
that cause them to think (Explain how these numbers are alike, how are they different, etc.).

Struggling students:
o I will keep track of my student’s progress (performance on formative and summative assessments). For
students who score in below the intended average grade, they will be put into small groups that will
meet with me to do some review activities. These remedial activities are meant to clear up any
misunderstandings they may have about place value.

https://sites.google.com/site/educ315porfolio/instruction-for-students-with-high-incidence-disabilities
https://www.hoodriver.k12.or.us/cms/lib/OR01000849/Centricity/Domain/1244/DIFFERENTIATING%20INSTRUCTION%20IN%20MATH
%20FOR%20ELS.PDF
https://www.therouttymathteacher.com/2018/11/gifted-and-talented-students.html

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?

 I will evaluate my practice by paying attention to how my students react to the lesson itself (the
vocabulary, worksheets, videos, quizzes, etc.). I will pull students from time to time to conduct
mini quizzes to check whether they are still understanding the information. If I see that some or
majority of the class is not responding well to the lesson, then I will need to look back at the way
I presented the information and see what needs to be revamped.

 Where might/did learners struggle in the lesson?

 Learners may have a difficult time learning when it comes to the abstract part of the lesson.
Being that they cannot physically touch or see a picture, it may be a challenging for the students
to grasp onto the written portion of place value with just numbers and words.

 How can the lesson be strengthened for improved student learning?

 The lesson can be strengthened by having the students understand the importance of place
value. Knowing why we need place value in our everyday lives can be beneficial to the students
as they problem solve.

 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
 I have incorporated some of the things they enjoy such as the brain pop video, fruit loops, and
coloring just to name a few.