Micro teach Gemma Oxley Lesson plan

Lesson
Title/Focus

Expanded and standard form and draw

10s blocks

Subject/Gra
de Level

Grade 2 Mathematics

Unit

Standard and Expanded form and base 10

blocks

Date
Time
Duratio
n
Teache
r

November 23rd
15 min
Gemma Oxley

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop number sense

1.1 Represent and describe numbers to 1000, concretely, pictorially and
symbolically

LEARNING OBJECTIVES
Students will:
1. Convert a number from standard form to expanded form and visa versa

ASSESSMENTS
Observations:

Key Questions:
Products/Performa
nces:

After each of my discussion examples I will ask for thumbs up if they

understand
When doing partner work I will observe to see if its going well
What is 2+3 vs 20+3, do you see the difference?
Do we remember out hundreds, tens and ones?

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Paper and Pens, Game

Teachjunkie.com

PROCEDURE
Prior to lesson

N/A
Introduction

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Ask has anyone heard of expanded form before? What about

standard form?
This is a quiet learning time, students must be listening when
I am explaining the idea, putting our hands up when we want
to ask a question. Students can talk when they get to the
partner work
I will explain the agenda for the day by explaining how we will
do 2 examples with me showing the class, then move onto 2
examples having the class give the answers, then we have a
game!

Time
1min
30
seconds
30
seconds

Transition to Body
Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Learning Activity

Time

Explain the concept while class listens

I will first explain expanded form. Showing that 234 is a
mixture of hundreds, tens and thousands. I will show the
separation by drawing boxes on the board, 3 for hundreds, 2
for tens and 1 for thousands. Then place our example number
in the boxes. I will make a point of showing the students that
234 is not 2+4+3, we have to expand it.
2 examples
*Check to see if the class understands before moving
on, use thumb up method*
Get the class involved

Adapted from a template created by Dr. K. Roscoe

3 min

Micro teach Gemma Oxley Lesson plan

#2
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Ask the students for a number. Do the same thing as above,

draw this number in expanded form and pictorially. However,
this time round I will ask see if someone knows the answer
and if they want to come write it on the board.
1 example (2 if looking good on time)
*Check understanding again*

3 min

Game
Explain the game to the students.
1) Pick up a card
2) Solve the card, on a separate piece of paper write the
standard form
3) Move counter one space if you can do it
When done the game, can play again or can split a piece of
paper into 6 sections and just chose some numbers to write in
standard form, expanded for and draw. I will provide markers
so they can make it colorful.
Closure
Come back to front, how do we feel about standard and
expanded form? (use clap game for attention)

5 min

Time
1 min

Get a thumbs up, down or okay.

Next time we will learn how to put numbers into word form for
those students who like writing and draw numbers using
blocks.

Adapted from a template created by Dr. K. Roscoe

30
seconds