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Model numbers with more than 9 ones or 9 tens and write in expanded, unit, standard,

and word forms

Stephen Pack
Second Grade / Mathematics

Common Core Standards:

2.NBT.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, 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 as one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and ones).

2.NBT.2 count within 1,000: skip count by 5s, 10s, and 100s.

2.NBT.3 Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.

Lesson Summary:

The goal of this lesson is to get the students to understand that the three digits in a three digit number each
represent a part of a hundred, rather than their singular value. Then the goal is to get the students to be able
to count to 1,000 by counting in portions that will get to 1,000 quicker (ex. 5s, 10s, 100s). The next goal is to
get students comfortable with writing numbers not just by their actual number, but by their number names and
expanded into full words.

Estimated Duration:

Fluency practice: 10 minutes


Application Problem: 6 minutes
Concept Development: 34 minutes
Student Debrief: 10 minutes
Total: 60 minutes per day
2 days on subject

Commentary:

I plan to engage the students by creating a group discussion about what they think each digit in a three digit
number represents. Later in the discussion, I would ask them what they think would be the best and quickest
way to count to 1,000. I might even have them work in groups before asking them what they think the quickest
way to count to 1,000 would be, just to hear what they gathered together in their groups.

Instructional Procedures: (This will be one of the most detailed sections of this assignment).

Describe the instructional steps that will be taken to implement the lesson. For each section of the lesson,
document how much time it will take and what students are expected to do. Make sure to cite your uses of
technology as often as possible.

Please take the time to provide a clear narrative as to how the lesson will unfold.

Day 1:
Fluency Practice: (10 mins) Review the students prior skills and to get them warmed up to start thinking
about the math they are about to perform. I would start with a subtraction exercise in sort of a race-against the
clock. They will have one minute to solve as many subtraction problems as they can, and then come back
together after the minute to see who got the farthest. I would also like to do the class exercise where the class
will count up by one, but skipping every 9 they come across.
Application Problem: (6 mins) In a two-step problem: A little league baseball team has 15 players. What is
the total number to toes of all the players? Once they arrive at their answer, part two goes as follows: How
many players would you need to have a total of 200 toes?
Concept Development: (34 mins) Students will then pull out dry erase boards and draw a place-value chart
on their boards. I will hand out place-value disks to each student. I will then have the students make the
number 14 on their boards. I will ask the students, What disks did you use from greatest to least in unit
form? The students will then change one ten for ten ones. I will ask, What number did you make? What
disks did you use? I will then have the students make the number 140 on their boards. I will ask, What disks
did you use in unit form? What is this in expanded form? The students will then change one hundred for ten
tens. I will ask, How many tens do you have now? Count with me to see what your tens equal. What is the
value of 14 tens? I would then have them discuss with a neighbor to see if they could come up with a reason
as to why this is true, then come together and share as a group. I will then have the students put the number
512 on their boards. I will tell them, Tell me this number in unit form. Now tell me in standard form. We will
again discuss as a group as to why this is the way that it is.
Student Debrief: (10 mins) I will then explain to the students that if they can tell me what the numbers are
without modeling them, then they would be able to put their disks in their bags. They can continue to use them
as they need. I will then provide examples to those who still think that they need more work.
Day 2:
Day 2 will be almost structured exactly the same as Day 1, although with different numbers and more
conversing with their neighbors to gather a common understanding as to why these numbers are the way that
they are.

Pre-Assessment:
The Pre-Assessment is the Fluency Practice located above.

Scoring Guidelines:
The scoring guidelines for the Pre-Assessment is that of a race-against-the-clock. The students compete to see
how far on the page of equations they can get in one minute. After the first round, I will have the student turn
the page over to the other side of equations, and give them only 50 seconds to get as far as they can.

Post-Assessment:
For the post assessment, I plan to give the students a mini quiz at the end of the second day that will assess
their understanding of how the digits in a three digit number operate.

Scoring Guidelines:
The scoring guidelines for the Post-Assessment are not necessarily set up to give them an actual grade. I plan
to use the mini quizzes to evaluate how much the students comprehended the lesson over the past 2 days. If I
feel unsatisfactory with the results, I will confer with my teacher peers as to whether or not their students
understood the lesson, and how they taught the lesson differently.

Differentiated Instructional Support


Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: For the Pre-Assessment, the actual lesson, and the Post-Assessment, I could add in an extra digit to
make the numbers into the thousands.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: I would encourage the student to perhaps join me for lunch in my classroom in order to go over the
lesson at a slower pace, and perhaps be able to pull up educational videos on this concept and show them on
my SmartBoard.

Extension
http://mrnussbaum.com/second-grade-numbers-and-operations-in-base-ten/
Mr. Nussbaums website is ran by a 6th grade Advanced Academic Program teacher. His website is chock-full
of resources, games, tips, study options, etc. for students K-6.

Homework Options and Home Connections


I plan to send home weekly newsletters via email to all of my students parents, explaining the lessons for the
week, and providing them with pictures and diagrams of how a place-value chart works.
Interdisciplinary Connections
I could explain to the students about how the different digits in a three digit number each represent something
different, just as how prefixes and suffixes in words each serve a different purpose (Language Arts). I could
also explain to them about how each digit in a three digit number represents something different, just like how
mixtures work. A salad is a mixture, containing multiple different ingredients. If we were to take each
ingredient out of a salad, we would have multiple different parts and all have different purposes, and if we put
them all back together, we have a salad again (Science),

Materials and Resources:

For teachers SmartBoard, Computer

For students Dry-erase boards, Place value disks, Eureka math books

Key Vocabulary

Number and Operations in Base Ten

Count within 1000; skip-count by 5s, 10s, and 100s

Additional Notes

I have not yet learned about common core or how to teach it, time management, or how to create a lesson plan
yet in my classes. This is only my first semester in education, so I encountered a lot of difficulty in creating
this. I apologize if this work isnt up to par with the rest of my assignments.

Have a great day!