SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Building Place Value

Michaela Plute
Mathematics
2nd
1 hour

CK

2.1.2.A:Demonstratetherelationshipbetweennumbersandquantities,includingplace
value;onetoonecorrespondence;rotecounting;countingbytwos,fives,andtens;and
comparingvaluesofwholenumbersupto500.
2.1.2.D:Applyplacevalueconceptsandbasetennumerationtoorderandcomparewhole
numbersupto500.
CC.2.1.2.B.1:Useplacevalueconceptstorepresentamountsoftensandonesandto
comparethreedigitnumbers
CC.2.1.2.B.2:Useplacevalueconceptstoread,write,andskipcountto1000.

Formal Evaluation
Exit slip

Informal Evaluation
http://websites.pdesas.org/rybaks/2012/11/8/470718/file.aspx

Observation of student participation

show students different numbers of base ten blocks, and

have them write the numbers on individual white boards.
Check for understanding. Reversing the process, give them
a number, and have them draw the symbols for the blocks (a
small circle for a one, line for a ten, and a square for a
hundred).

Objective
A-B-C-D

Students will use manipulatives and pictures to

Bloom's Taxonomy

Students will determine the value of a set of base ten

Webb's Depth of
Knowledge (DOK)

blocks.

identify the place values of three digit numbers.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
1. Hold up and explain the meaning of all base-ten block
manipulatives. Hold up a cube. Say "This is a cube. It stands
for 1." Write one on the board, and count "one." Hold up a long.
Say "This is a long. It stands for 10." Write the name on the

CK

board, and count the ten cube in the long. Hold up a flat. Say
"This is a flat. It stands for 100." Write the name on the
board, and explain that there are 100 cubes in the flat.
Together, count by 10s to show that there are 10 longs in the
flat.
Hook/Lead-In/Anticipatory Set
2. View the BrainPopJr. Video "Place Value" under
Math/Number Sense at www.brainpopjr.com. Question
throughout the video when the pause button lights up (That is
this site's signal for teachers to stop the video and discuss with
students).
Explicit
Instructions
Big Ideas

Big Idea Statement

We can represent and compare numbers numerous
different ways.
Essential Questions

Essential
Questions

How can we represent and compare numbers?

Key Vocabulary

place value- the value of a digit as determined by its

position in a number.
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
1. Hold up and explain the meaning of all base-ten block
manipulatives. Hold up a cube. Say "This is a cube. It stands
for 1." Write one on the board, and count "one." Hold up a long.
Say "This is a long. It stands for 10." Write the name on the
board, and count the ten cube in the long. Hold up a flat. Say
"This is a flat. It stands for 100." Write the name on the
board, and explain that there are 100 cubes in the flat.
Together, count by 10s to show that there are 10 longs in the
flat.

Modeling of the Concept

Explicit Instruction , Kinesthetic/Tactile , Visual/Spatial , Musical/Rhythmic

Explain to children the meaning of place value by stating that

written number stands for one of the base ten models. Write
32 on the board. Using the base-ten blocks, model that the
number 32 is really three tens and two ones. Model in a similar
fashion severl other numbers, including numbers into the
hundreds place.

Guiding the Practice

1. Hold up and explain the meaning of all base-ten block
manipulatives. Hold up a cube. Say "This is a cube. It stands
for 1." Write one on the board, and count "one." Hold up a long.
Say "This is a long. It stands for 10." Write the name on the
board, and count the ten cube in the long. Hold up a flat. Say
"This is a flat. It stands for 100." Write the name on the
board, and explain that there are 100 cubes in the flat.
Together, count by 10s to show that there are 10 longs in the
flat.
2. View the BrainPopJr. Video "Place Value" under
Math/Number Sense at www.brainpopjr.com. Question
throughout the video when the pause button lights up (That is
this site's signal for teachers to stop the video and discuss with
students).
2. Explain to children the meaning of place value by stating that
written number stands for one of the base ten models. Write
32 on the board. Using the base-ten blocks, model that the
number 32 is really three tens and two ones. Model in a similar
fashion severl other numbers, including numbers into the
hundreds place.
3. Use the website http://nlvm.usu.edu/ The National Library
of Virtual Manipulatives, K-2, Base Ten blocks to model
different numbers using the virtual base ten blocks. Draw
students attention to how the numbers change (in relation to
their place value) when each block is added on the computer.
4. As a means of formative assessment, show students different
numbers of base ten blocks, and have them write the numbers
on individual white boards. Check for understanding. Reversing
the process, give them a number, and have them draw the
symbols for the blocks (a small circle for a one, line for a ten,
and a square for a hundred).
5. Divide the class into small groups of 3-4 students in each.
Give each group a set of base-ten block manipulatives. Have

them work together to build a structure using their blocks.

They should then write their buildings value on a piece of paper,
and turn the paper over next to their structures.
6. Give students a recording sheet and have groups walk around
and record the value of each structure in the classroom.
7. Have students self check each structure using the groups
answer provided on the paper turned upside down.
8. Collect each groups paper with the number value of their
structure and order as a class by having each group come up and
place their number where it belongs, in numerical order, one at a
time.
9. Provide closure to the lesson by restating the meaning of the
base ten number system and place value of numbers
10. Provide each child with an exit slip (sticky note) and have
them write down the value of a structure that you the teacher
build. Have them hand you the sticky note, and assess for
understanding.

Providing the Independent Practice

As a means of formative assessment, show students

different numbers of base ten blocks, and have them
write the numbers on individual white boards. Check for
understanding. Reversing the process, give them a
number, and have them draw the symbols for the blocks
(a small circle for a one, line for a ten, and a square for a
hundred).

Divide the class into small groups of 3-4 students in

each. Give each group a set of base-ten block
manipulatives. Have them work together to build a
structure using their blocks. They should then write
their buildings value on a piece of paper, and turn the

paper over next to their structures.

Give students a recording sheet and have groups walk

around and record the value of each structure in the
classroom.

Have students self check each structure using the

groups answer provided on the paper turned upside down.

Collect each groups paper with the number value of their

structure and order as a class by having each group come
up and place their number where it belongs, in numerical
order, one at a time.

Adaptations/Accommodations for Students with Special

Needs

Materials
(reading,
technology,
equipment,
supplies, etc.)

Students may need to be pulled into small groups to further clarify

understanding, or you can assess student learning at another time.
Students who struggle with the writing can develop a story board using
pictures. Encourage students to label the elements of a story on the
story board. If possible, the students can write a sentence for each
storyboard picture.
For students who master the writing process, you can encourage them
to include vocabulary and spelling words used within the curriculum.
You may want the students to create pictures that correlate with the
story. They can do this on paper or use software program such as
TuxPaint at http://www.tuxpaint.org/

Teacher Materials
1. Base-ten block set for modeling
2. Projector and Internet Access
3. Access to website "National Library of Virtual Math Manipulatives"
4. Subscription to Brain Pop Jr.

Student Materials
1. White Boards
2. Base-ten blocks
3. Record Sheet
4. Sticky Notes

Closure

Summary & Review of the Learning

Call the groups back together for discussion. Ask students questions to help
them reflect on their experience. Sample questions:

What are the elements of the story?

What happened when you changed the elements of a story that
you already knew?
Did the plot change?
Did the characters change?
Did the sequence or order of the story changed?
Why did this happen?
What did you learn about stories today?

Homework/Assignments
none
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?