Lander University Teacher Education Lesson Plan

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Teacher Candidate: Amber Jordan Lesson #_ 2 Subject/Grade: Mathematics/Second Date and Time of Lesson: October 31, 2013 10:00 am Learning Objective: Students will be able to successfully represent amounts of hundreds, tens, and ones using manipulative, writing the numbers, and comparing three-digit numbers using <,>, and = symbols. Alignment with Standards: CCSS.Math.Content.2.NBT.A.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, and 6 ones. Understand the following as special cases: Indicators: CCSS.Math.Content.2.NBT.A.1b 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). CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Developmental Appropriateness or Cross-curricular connections: Learning objectives are appropriate for development because they state exactly what the students should know after given a lesson on the standards. Prerequisite knowledge is important for students to be able to understand the lesson being taught. Prerequisite knowledge gives students knowledge that they can build off of. In this lesson, students should be able to understand the different place values and use place values to help identify larger and smaller numbers. These objectives ensure that students are able to analyze and understand the lesson being taught based off of students needs and grade levels. Assessment(s) of the Objectives: Lesson Objective(s) Students will be able to successfully represent amounts of hundreds, tens, and ones using manipulative, writing the numbers, and comparing numbers using <,>, and = symbols. Assessment(s) of the Objective(s) Pre-Assessment- Prior to the lesson, students will be assessed on the meanings of hundreds, tens, and ones digits. Students will be given a hundreds chart will circle the numbers I describe in the sentence. For example, I have a 2 in the tens place and a 5 in the ones place. Circle the number with a red Use of Formative Assessment The assessment data will inform me as well as the teacher whether or not the students are comprehending the standard and if they are ready to take a test and move on to the next lesson. This will inform me whether or not the students can stay on Amber Jordan 1

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crayon. This will be in small groups of three to four students. During Assessment- Do students know the symbols, <, =, >? Do students interact and engage in lesson? Are students able to create their own numbers, write them, and compare them? Post Assessment- Students will turn in their Marshmallow Math Sheets to be assessed on, if they created reasonable numbers up to 999 and were able to compare the numbers using the <,=,> symbols.

task and follow directions.

Accommodations: For my speech therapy students, I will give them assistance if they need me to help them write a number or place the symbol in the correct way. These students will be placed on the front rows so that I am aware if they need help. For my ESOL students, I will assign a buddy to work with and sit beside the students. This will provide help when I cannot get to the student immediately. The extended resource student is not usually in the classroom, she is mostly out of the classroom. If she is in the classroom while we have this lesson, I will make sure she is given direct instruction from me. I will explain to her if she has any questions or needs help to raise her hand, and I will be sure to help her as soon as possible. For early finishers, I will have an extra sheet of the Marshmallow Math Sheets and they can practice more numbers. They can also write the numbers they created in expanded form as well as the words names of the numbers. Slower paced learners will have time to finish their activity during the time of individual work while the teacher has a small group lesson at her table. Materials: Copy of lesson plan Pencils Marshmallow Math Sheets for each student Hundreds, Tens, and Ones Mats for each student Marshmallows (3 for each student) Froot Loops (27 for each student) Toothpicks (3 per student) Zip lock bags for each student with marshmallows and fruit loops in each Smart board Amber Jordan 2

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Extra marshmallows, toothpicks, and Froot Loops in case students drop theirs on the floor

Procedures: 1. On a day prior to the lesson, students will be assessed on the meanings of hundreds, tens, and ones place value. Students will be given a hundreds chart and red, blue, yellow, purple, and green crayons. The students will be read these statements, I have a 2 in the tens place and a 5 in the ones place. Circle the number with a red crayon. I have a 1 in the hundreds place, a 0 in the tens place, and a 0 in the ones place. Circle the number with a blue crayon. I have a 5 in the tens place and a 9 in the ones place. Circle the number with a yellow crayon. I have a 9 in the tens place and a 4 in the ones place. Circle the number with a purple crayon. I have one more than 88. Circle the digit in the tens place with a green crayon . This will assess students on their knowledge of place values of numbers. This will be in small groups of three to four students. 2. The lesson will start off as a whole group instruction with students sitting on the carpet in front of the smart board. Students should sit with their legs crossed, hands in their lap, and eyes on the teacher. 3. We will begin our lesson by reviewing the hundreds, tens, and ones place. Students will be shown a variety of numbers and asked to identify the hundreds, tens, and ones place. This will be identified to students as place values. Questions will be asked such as: What do numbers do for us? (Tells us the quantity of things, in other words how we tell time, how fast a car is going, how much something is) How does a place value system make numbers easier to use? (Allows us to express very large numbers compactly, It allows us to find answers quicker to sums, differences, etc.) Students will be called to the smart board to identify the different place values in numbers. 4. We will also review writing in standard form, number names, and expanded form. I will provide examples for students to observe and identify in standard form, number names, and expanded form. Students will be able to write on the smart board the different forms. 5. Next, I will review <, =, > (less than, equal to, and greater than) symbols to students. I will teach students that the greater than sign always eats the bigger number by teaching them that the alligator always eats the bigger number. In order to figure out what numbers are smaller or larger we will line two numbers up to see which one is larger. After comparing them we will identify the correct symbol to use. We will start with a few 1-digit numbers, then 2-digit numbers, and finally 3-digit numbers (up to 999). I will ask students, How do we decide which numbers are larger or smaller? (COMPARE them by lining them up to see which one is bigger then use symbols such as <, =, > (less than, equal to, and greater than) to compare them. Examples of numbers will be written on the smart board for students to determine what symbol belongs between the numbers. Example: 147 > 90. Students will take turns writing in the correct symbol. 6. After reviewing these topics we will practice with these. I will show students an example of what they will be doing. Each child will be given a Ziploc bag with 3 marshmallows, 3 toothpicks, and 27 Froot Loops in it. The 3 marshmallows will be placed on the hundreds, tens, and ones place value strip that students will not write on but simply place the marshmallows with the Amber Jordan 3

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toothpicks and the Froot Loops on. Each student will have 27 Froot Loops because the largest number that they can create is 999, therefore if each marshmallow has 9 Froot Loops on each, it would represent 999. For each student to be able to create 999, they would need 27 Froot Loops. The Marshmallow Math Sheet will be where the students record their numbers they created. Each child will be given a Marshmallow Math sheet and a place value strip with hundreds, tens, and ones places written on it. Students will create their own numbers up to 999, if students need help I will provide them with different numbers on the board that they can choose from. I will have extra marshmallows and Froot Loops for those that may drop there manipulatives or that may eat them. Although, students will be instructed to not eat them until at lunch or at home. 7. Students will place a marshmallow on the hundreds, tens, and ones places on the place value strip. The place value strip will not be written on, they are simply putting the marshmallows with the toothpicks on the place value strip and the Froot Loops will be placed on the toothpicks. They will then place a toothpick in each of the marshmallows. Students will place their Froot Loops onto the toothpick that is stuck into the marshmallows and create numbers to write in standard form. Students should create four numbers up to 999. They will write the number in the box and draw the number on the marshmallows on the sheet. 8. After students have filled out their Marshmallow Math sheet with all their numbers the students will compare the four numbers. They will compare the first two boxes and the last two boxes. After comparing, the students will write <, =, > in between the two boxes to show which number is larger, smaller, or equal to. 9. Each student will work individually at their desk. As students are working at their desk, I will walk around and ensure students are on task and working quietly. I will help those that need assistance. 10. As students finish their activity, I will ask questions like, how many places does the hundreds place have? (3 places), how many places does the tens place have? (Two places), and how many places does the ones place have? (One place). Other questions I will ask will be, What does this symbol mean with each of these <, =, > symbols. How do we know that this number is bigger than the other one? I will ask different students to give me examples of their numbers that they compared. Students will write them on the smart board and we will discuss their numbers and symbols. 11. After each student is finished, I will ask students to place their marshmallows, Froot Loops, and toothpicks back into their Ziploc bags. Students can eat these while at lunch or take them home. 12. I will take up the Marshmallow Math sheets to assess what the students learned during our lesson. Activity Analysis: Marshmallow Math Activity: The Marshmallow Math Activity is used to get the students excited about learning about place values, comparing numbers, and writing numbers in the correct way. This activity allows students to understand the place values up to hundreds. It provides a visual concept of learning about place values. The students will be excited about working with food and being able to eat it at the end of the Amber Jordan 4

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lesson. The activity provides a learning experience without the students thinking about doing school work. Students will be able to have a hands-on experience to learn through and hopefully will give students a way to remember the place values. Technology will be used at the end of the lesson to allow students to write their numbers they created by using the marshmallows and Froot Loops and compare them. Comparing numbers using greater than, equal to, and less than symbols. This part of the activity was added to the lesson so that students could get extra practice with using greater than, equal to, and less than symbols. Students needed extra practice comparing numbers as they will be tested on this very soon. This activity allows students to be able to identify the larger or smaller number by comparing the two and then providing the correct symbol. This will get students familiar with recognizing which numbers are larger or smaller by looking at place values. The smart board will be used to share numbers from different students and compare them using the correct symbols. The students will write these numbers on the smart board. References: Babbling abby: Monday news & place value marshmallow activity. (2011, January 31). Retrieved from http://babblingabby.blogspot.com/2011/01/monday-news-place-value-marshmallow.html Lemons, A. (2011, August 30). Step into second grade with Mrs. Lemons. Retrieved from http://stepintosecondgrade.blogspot.com/2011/08/ive-got-to-share-these-math-activities.html

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