Wilson EDUC 353 Name: Alyssa O'Braskin Target Grade Level: 2nd Date: 11/8/13 Curriculum Topic: Math

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: -2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Understandings: Students will understand .. - That numbers can be represented in multiple forms and can show different meaning. - That numbers can be written in different ways but still hold the same value. Essential Question(s): -Are there different ways to write and understand numbers? -Why is place value important in numbers? -How are math equations used to show numbers? Students will be able to.. -(Same as students will know)

Students will know. -How to show and represent numbers in standard and expanded form and understand that the two different ways mean the same thing. -How to take a number in standard form and turn it into expanded form.

Stage 2: Assessment Evidence

Performance Tasks: -As a pre-assessment, the teacher should instruct the students to take out a piece of paper and then write the number 23 in how ever many different ways they know how. Even though the students have not gone over expanded form fully, it can be shown from other math lessons and addition and subtractions problems. -As a post assessment, the teacher should assign the work Other Evidence: -Through the use of postassessment, the teacher will know if the students are understanding the material that has been taught.

sheet attached for either class work to see if the child understood the lesson. While the students are completing the work sheet, the teacher should walk around and be noticing which students need help and assistance versus the children who doesnt. The teacher from there then can see which students need more help or if they understand the basics of expanded form.

Stage 3: Learning Plan

Learning Activities: -The teacher should start off the lesson by calling all the students to the rug table by table so that they can see the board. -The teacher should the prelude with a quick background and refresher to place value. Explain how in the number 32, the 3 stands for thirty (3 tens) and the 2 stands for 2 (2 ones). Put different numbers on the board and have the students say how many tens and ones are in each number. If the teacher has base tens blocks and cubes available, they would be good to show the students. -The teacher should then move into the topic of expanded form on asking the class Is there more than one way to represent the number ____? If so, how? Then the teacher should allow students to think about the question and then answer it. Explain to the students how each number is shown in standard form, but can be expanded. -On the board, the teacher should show the students with either the base ten blocks and cubes if they are available, or make a drawing on the board. Start with an easy number for the students, for example 13. Show them that using place value, it is known that there is 1 ten, and 3 ones. So, in expanded form the way to write 13 would be 10+3=13 or 1 tens+3 ones= 13. With either the blocks or the picture, show the students how it would look using a manipulative or tangible object. -Leaving the first example the class did together on the board, ask them to expand another number but make it more complicated. Repeat this about 5-8 times, depending on how the teacher feels about the students understanding the topic.

-Using a personal assessment, the teacher should instruct the class to do a thumbs up, thumbs down model. The teacher should ask the students if you understand the topic and think you can do it on your own put a thumbs up in front of your chest. If you understand the topic, but still need help put a sideways thumb in front of your chest. If you do not understand the topic and need more help put a thumbs down in front of your chest. -After the personal assessment, the teacher should take a mental note of the childrens answers and make a mental note of whom they will need to assist more while the students are working on the work sheet. -The teacher should then let the students go back to his or her seats calling them table-by-table to avoid ciaos within the classroom. -The teacher should then hand out the work sheet and allow the students to do it, and tell them to work on it independently. If the classroom has enough base ten blocks and cubes for each student, the teacher should place them in the center of the tables so that students can use them if they are needed. The teacher should walk around and help students who request help, or if it is evident that a child is struggling. Differentiation: -For more advanced students in math, tell them that they should take out a piece of paper and draw a picture for every question as well as just stating the answer. -For students who are ESL, tell them to draw the pictures and make sure they use the manipulative to help them understand. Talk the sheet through with them and try to not let them get discouraged, since math can be a universal language compared to English.

Resources
Itemized Attachments: http://www.greatschools.org/worksheetsactivities/slideshows/6378-second-grade-math-worksheetsslideshow.gs (worksheet)

worksheet: