USF Elementary Education Lesson Plan Template (S 2014) Name: __Samantha Beattie________

Grade Level Being Taught:2nd Subject/Content: Math/3 digit #s Group

Size:17
Date of Lesson: 9/23/14

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
MAFS.2.NBT.1.1 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. Understand the following as special cases:
a. 100 can be thought of as a bundle of tens- called a hundred
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).






Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)



How do you model a 3-digit number with base-ten blocks?

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
Given a specific 3-digit number, students will be able to build 3-digit numbers using base-ten blocks with
no errors.







USF Elementary Education Lesson Plan Template (S 2014) Name: __Samantha Beattie________
Grade Level Being Taught:2nd Subject/Content: Math/3 digit #s Group
Size:17
Date of Lesson: 9/23/14

contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?


Students have previously learned two digits numbers, ones and tens place, and are building upon
their number sense increasing to three digit numbers with a hundreds place.
This allows a base for further lessons in this unit. For example, students will progress to finding
the value of the digits in a three-digit number as well as moving on to four-digit numbers.
Through teacher modeling students will be able to see the process for modeling the three-digit
numbers with the blocks. Through the small group work, students will be able to offer assistance
to some students who may not be progressing as quickly with the three-digit numbers.
This concept is important because students need to grasp the concept of three-digit numbers
before moving onto four-digit numbers.

Evaluation Plan- How will you
know students have mastered
your objectives?

Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?




Formative: Through the activity, students will be raising their hands to have me come to their desk and
check the number they have modeled on their individual desks with the base ten blocks. This will allow
me to verify if the students are able to model the three-digit number correctly. If not, I will know to spend
more time showing more examples.

Summative: Students will complete the answers on pages 66-68 in their Go Math books. The answers will
be reviewed and the student will self check. Once the self-check is complete, students will turn in the
pages for me to review. With this information I will be able to determine which students need more
support with modeling three-digit numbers.
What Content Knowledge is
necessary for a teacher to teach
this material?


Teachers must have the knowledge and ability to model one, two and three digit numbers with base ten
blocks and by drawing.

USF Elementary Education Lesson Plan Template (S 2014) Name: __Samantha Beattie________
Grade Level Being Taught:2nd Subject/Content: Math/3 digit #s Group
Size:17
Date of Lesson: 9/23/14











What background knowledge is
necessary for a student to
successfully meet these
objectives?

How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

Students must have previous knowledge of the values of the base ten blocks. This will be verified
by a quick review in which I hold up the block or cube and the students will whisper share what
the value is.
My 2
nd
graders are all on level in math with the exception of 3 AGP students.
Three of my 17 students need additional encouragement to stay on task.
My students are always excited to receive a lesson taught by me and eager to learn.

What misconceptions might
students have about this content?









Students may make the common error in which they think regrouping changes the value.




Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,

Modeling/demonstration.
Student demonstration
Guided release
Small group work
USF Elementary Education Lesson Plan Template (S 2014) Name: __Samantha Beattie________
Grade Level Being Taught:2nd Subject/Content: Math/3 digit #s Group
Size:17
Date of Lesson: 9/23/14

partner word, etc.)











Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
Time




10:30

10:35


10:45







11:10

11:20
Who is
responsible
(Teacher or
Students)?

Teacher

Teacher/
Student

Students







Students

Teacher/Stu
dents
Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Review with students as a whole class which block is the ones, tens, and
hundreds (learned from previous days lesson).
Model three digit numbers on the board using premade laminated magnate
paper representations of the blocks. Call students up to model the numbers as
well.
Explain to students, they will each be given a card that has a three-digit number
written on it. When instructed they will flip the card over and model the number
on their desks with their base ten blocks. Once they have the number they raise
their hand and keep it up. Once an entire table has their hands up I will come
check their blocks. If all correct they will move on to their next card for a total of
four cards. The first table to complete all four cards correctly will get treat train.
Students will be encouraged to help others at their table that may be struggling
to model the number, but reminded not to do it for them.
Bring students back to calm and instruct them they have 20 minutes to complete
the odd numbered problems on pages 66-68 of their Go Math books. Set timer.
Review questions and answers in the book.





What will you do if

a student struggles with the content? Students are encouraged to help each other if they need
assistance modeling. However, I will be circulating the room to offer assistance to students who also need
USF Elementary Education Lesson Plan Template (S 2014) Name: __Samantha Beattie________
Grade Level Being Taught:2nd Subject/Content: Math/3 digit #s Group
Size:17
Date of Lesson: 9/23/14

it.




What will you do if

a student masters the content quickly? Advice the student to complete the even numbered questions
in their Go Math book as well as the mandatory odd.




Meeting your students needs as
people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students? Counting and numbers are universal.


If applicable, how does this lesson connect to/reflect the local community? Counting and numbers
are universal.




How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)? My AGP students are all at different tables. They will be encouraged to help
students at their tables who need additional assistance.




How will you differentiate instruction for students who need additional language support? NA No
ELLs




Accommodations (If needed) CP: needs assistance staying on task
USF Elementary Education Lesson Plan Template (S 2014) Name: __Samantha Beattie________
Grade Level Being Taught:2nd Subject/Content: Math/3 digit #s Group
Size:17
Date of Lesson: 9/23/14

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

SS: needs assistance staying on task
RF: needs assistance staying on task
KW: needs additional challenge
LB: needs additional challenge
KH: needs additional challenge
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

White board and markers
Premade laminated magnate paper representations of the blocks
Index cards with prewritten numbers
Base ten blocks
Go Math books