Base 10 Block Numbers

Author:MacaylaWiles
Datecreated:02/15/20171:27PMEDTDatemodified:04/19/201710:41PMEDT

VITALINFORMATION
Grade/Level Grade 2

Time Allotment 1 class periods. 1 Hr. per class.

Subject(s) Mathematics

Topic Reviewing 3 digit numbers

Lesson Concept(s) Today we will review strategies that are used to add three digit numbers (expanded form, base 10 blocks, number line).

Essential Questions How can we be successful while adding and subtracting three digit numbers?

Prerequisite Skills and/or The students must:

Concepts
understand the basic principals of addition and subtraction

Materials for Students

Place value chart
Number cards- activity slips
Poster paper
Markers/pencils
Activity sheet (numerical, base ten, word form, expanded)

Teacher Resources
Materials and resources:
Place Value Chart

STANDARDSANDOBJECTIVES/LEARNINGOUTCOMES
Lesson Using their knowledge of place value, the students will be able to successfully demonstrate how to add numbers up to 1,000
Objective(s)/Learning using multiple strategies.
Outcomes (ABCD)
Standards MD- Maryland College and Career Ready Standards - Math and ELA/Literacy (2013)
Subject: Mathematics
Grade: Grade 2
Domain: Number and Operations in Base Ten 2.NBT
Cluster: Use place value understanding and properties of operations to add and subtract.
Standard:
7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-
digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.

ASSESSMENT
Assessment/Rubrics Formal Assessment:

1. The students will be pre assessed using Stride Academy to show how much knowledge they have of adding numbers up
to 1,000.
2. The students will be assessed using a math activity sheet that will show them using strategies to write numbers
(standard form, sketch/model, word form, expanded form)

PROCEDURES(WithAttentionToUDL)
Introductory Activities Warm Up:
(Engage)
Making a Place Value Poster (15 minutes)

1. Call the students to the carpet by telling them to put their writing back into their writing binders and walk silently to

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 the carpet.
2. Have everyone turn their bodies towards the white board and wait until everyone is quiet and looking at me.
3. Explain that we are going to be reviewing place values and all the ways/ strategies that we can use to represent a
number.
4. Begin by drawing two houses- one that is labeled "one" and another labeled "thousands".
5. Explain that these houses represent the hundreds and thousands houses. Make 3 columns in each house (one for the
ones, one for the tens, and one for the hundreds)
6. Below the bouses will be the standard form, expanded form, written form, and pictoral form.
7. In each section we will represent the number in a different way until we have completed the poster.

Attachments:

1. place value.jpg

Teaching Activities Finding your Number (15 minutes)

(Explore, Explain, Elaborate)
1. Begin by explaining to the students that we will be engaging in a completely SILENT activity! So no talking!
2. Explain that the students will each get a piece of paper that has a number on it. Each card will be in a different form so
one student might have a card that says 456, but another student might have a card that says four hundres fifty six, or
400+50+6 or the base ten drawling of 456.
3. Make sure that the stduents understand that they will be in groups of four so you have to find 3 other people who also
have the same number as you.
4. Model for the students what it should look and sound like. *Remind them that once they have found their 3 other
matches they need to come see me to check it*
5. Release the students to go find each other.
6. Once everyone is back on the carpet talk about their experiences.

Comprehension Protocol (12-20 minutes)

1. After discussing explain that we will be answering questions that pertain to our experiences with place value and the
strategies that we just used.
2. There will be 4 posters around the room. Each poster will pose a different question that the students will need to think
about and answer as a group.
3. Each group will get 3-5 minutes at each poster so they have plenty of time to think and respond to their thoughts as
well as others
4. If students agree with what the other students have written they can put a check mark and their name beside it.
5. Everyone is expected to participate and/or write what they think

The four questions will be:

1. How did you use your knowledge to find your partners?

2. What do you know about the place value of your number?
3. How was this activity challenging for you and/or the people around you?
4. How can you apply these strategies to add or subtract numbers?

Closure Activities (Evaluate) Closure (15 minutes)

1. Each student will receive a worksheet to complete as an assessment of their knowledge

2. The students must complete the worksheet based on what number they are given (each worksheet will be
personalized)
3. The students will turn in their work to be graded after they are finished
4. They may read until everyone is finished and then we will discuss what we learned and how it connects to our focus
question

Attachments:

1. strategies wrksht.jpg

Differentiated Instruction Gifted and Talented:

These students will be posed more thoughtful questions and be expected to dig deeper in their responses.
They may also receive numbers that are higher than others and more challenging for them

ELL:

These students will receive extra support during the verbal and written portion of the class period to aid them in their
learning.
For those students who it is absolutely necessary, their words may be translated

REFLECTION
Reflection

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