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Name: Marina DeHaan

Lesson Title: Explaining Place-Value and Skip Counting


Date: 10/3/17
Grade: 2nd
Estimated time: 1 hour
Content Area: Math
Teacher materials:
Powerpoint/Projector
Document camera
Whiteboard
Math handout
Explaining place-value and skip counting poster
Student materials:
Marker
Math handout
Pencil
200 chart
Standards:
2.NBT.A.2 Count within 1000; skip count by 5's, 10's and 100's.
2.NBT.A.1. Understand that the three digits of a threedigit 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 ten tenscalled 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).
Objective:
Students will be able to skip count by 10s.
Students will be able to answer questions about place-value using sentence frames.
Anticipatory set:
I will explain that students are going to be practicing skip counting by 10 by coloring in
the pattern on their 200s chart. Each student will be given a laminated 200s chart, and will
outline/color in each number (10, 20, 30, etc.) until they reach 200. Once everyone has finished
they will turn to their rug partner, and practice skip counting aloud. One of them will say the first
number (10), high-five their partner, and then their partner will say the next number (20). They
will continue taking turns saying these numbers until they reach 200. When most students finish
we will discuss as a class the pattern they noticed (there is always a 0 in the ones places). After
discussing this pattern, I will introduce how to explain skip counting using a math poster with a
sentence frame.
After this activity, I will reveal that they will continue to practice explaining place-value,
and have some time to do more skip counting.
Modeling:
Using the math powerpoint, I will display some questions on the board (this looks similar
to the handout they will be working on later), and explain that we, as a class, are going to
practice explaining place-value before they do this independently. First, I will read the question
to them, and ask them what is the smallest number they can make using the following 3 digits (4,
6, 5). Once they find the correct number (456), I will read the next question, remind them to use
the poster, and give them time to discuss their answer with their rug partner. After they have time
to discuss, I will ask some students to share their ideas and write the sentence on the board. Once
I write these sentences I will have the class read them aloud. Then, we will read the next
questions, students will have time to discuss their answer with their partner, share their answers
with the class, and I will write the sentences on the board. As a class, we will read these
sentences aloud.
Guided practice:
After reviewing this example, I will explain/model their math handout. Using the
document camera I will show the handout they will be doing, read/explain each question, and
explain the different sections of the worksheet (explain place-value, show the smallest number 4
different ways, and write the given number in numeral form). Also, I will explain the skip
counting activity on the back (color in each number on the 200s chart as you skip count by 2s,
5s, and 10s, and answer the questions below), but remind them to complete the front first.
Once I explain the activity, I will tell them which small groups they will be in (working at
the table with Mrs. DeYoung, at the rug with me, or the option to work at their desks or the rug),
and display these groups on the board using the projector.
Independent practice:
Students will spend the rest of the time completing the handout in their assigned group.
Those at the rug or table will complete this handout with the teacher, and those at their desks
have the option to work with a partner/table group or work independently.
Closure:
Finally, I will instruct students to turn in their worksheets into the basket in the back of
the room, and sit at the rug. Once they are at the rug I will write the number they focused on in
their handout, and give them time to discuss with their partner how they know that is the smallest
number using the math poster. Then, as a class, we will say these sentences (on the poster) aloud
together.
Assessment/evaluation:
I will assess their understanding of skip-counting by observing which numbers they
outline/color in, and facilitating a whole-group discussion about the patterns they notice. Also, I
will be able to assess their understanding of both skip-counting and explain place-value by
looking at their handouts.
Accomodations/Modifications:
Some students will be working with Mrs. DeYoung or I, depending on the amount of
support they need. Also, there will be opportunities for students to work with partners through
small group/partner discussions and during independent work. Another accommodation is the
math poster with sentence stems which will help them to answer the questions on their
worksheet.
Extensions:
If students finish the front, they can continue practicing skip counting by completing the
activity on the back (skip counting by 2s, 5s, and 10s, and answering questions using this 200s
chart).
ELL strategies:
Sentence stems
Powerpoint (visual)
Using 200 chart to skip count (visual)
Working in small groups or with partners