Name: Shanelle Buys Date: 16/05/2018 Year Level: 2

Lesson Aim: We are going to recognise, model, represent and order numbers to at least 1000 to understand the concept of place value.

Content strand(s) with corresponding Sub-Strand(s): Number and Algebra/Number and Place Value

Content Description(s) with corresponding Elaboration(s):

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
-recognising there are different ways of representing numbers and identifying patterns going beyond 100

Students’ Prerequisite knowledge / understanding / concepts / skills:

 Knowledge of MAB blocks and place value charts
 Ability to count collections up to 100
 Understanding of place values up to 100

Specific Learning Time

Teaching / Learning Strategies Organisation Resources
Outcomes for this Lesson Req.
Orientating Phase / Introduction
Students should be able to 5 Split classroom into mathematics rotations groups. MAB blocks,
critically analyse place Class split into place value
value using two digit Show students that a MAB ones block and ask them about the value mathematics charts,
numbers. of it in comparison to the tens and hundreds. Ask students how rotations Pencils,
many ones’ blocks they would need to make up tens’ and hundreds’. groups. Maths
notebooks,
Give class a series of double digit numbers and ask them how they Number
would make up these numbers using the MAB blocks on the place expander sheet
value chart. Ask students to fill out the number expander sheets
and ask why they wrote it that way. Ask the class why they chose to
use the tens’ column with MAB blocks instead of ones’. Clarify why
 only one number is written in each place value to overcome common
misconceptions.

Enhancing Phase / Body

20 Class should be
Students should be able to The Activity – the teacher explain to children that they are playing split into MAB blocks
a game and for this lesson the students will be ‘number crunchers’. groups.
- Understand what place ‘Number crunchers’ break down numbers to identify their value. Place Value
value means Provide the children with an example of a two digit number and Group that are Chart
- Use MAB blocks to model the ‘crunching’ action and partition the number into tens and low achievers in
identify the place value ones. Show the children a visual example using the MAB blocks to mathematics Cards with
of a number represent the two digit numbers on a drawn up place value chart on seated at the digits written
- Partition numbers into the whiteboard. front with the on them
tens and ones. teacher, in view
Provide each group with a stack of number cards that have various of the white
numbers using one, two and three digits. The students will take it in board and place
turns to pick out a card, and the whole group will each partition and value chart.
place the MAB blocks on the place value chart for a visual
representation. Provide a challenge to the students and give out
cards that have two digit number sentences written on them.
Students will partition the numbers and attempt to add them
together.

Ensure that each student has at least one chance to complete a

problem personally.

Synthesising Phase / Conclusion

 5
Recap learning goals from the lesson. Ask what students learnt
about place value and if any students had direct issues, or felt they
failed to grasp what they were doing.

Assessment Strategies (link to Learning Outcomes): Looking at each
students presentation of place value presented in their note books
Assess each student while they use MAB blocks to solve the problems.
What’s next? Where to from this lesson?
Identify, represent and estimate numbers using different
representation such as number lines to compare and order numbers
from 0-100.