NAME:

Lauren Vachna Self-contained

GRADE/SUBJECT AREA: TIME FRAME:

Grade 2 - Math: Place Value

TYPE OF SETTING:

Full period, 45 60 minutes

PURPOSE: What is place value? How do you know the value of a digit? What is the difference between the ones place and the tens place? How can you use place value to describe the values of digits in 2-digit numbers? VOCABULARY: Place value The numerical value that a digit has by its position in a number. Digits Any of the numerals between zero and nine. One of the elements that is used to form numbers. Ones place The place immediately to the left of the decimal point in a number. For example: Seven is in the ones place in the number fifty-seven. Ones - The number indicating a single unit Tens place The place two to the left of the decimal point in a number. For example: Five is in the tens place in the number fifty seven. Tens - Something having ten units or members. There are ten ones in one ten. SKILLS: - Students will be able to understand place value. - Students will be able to understand the concepts of ones and tens. - Students will be able to understand the value of a digit. OBJECTIVES: - Students will be able to identify the ones place and tens place of a number. - Students will recognize how many ones are in a ten. - Students will be able to use place value to describe the values of digits in 2-digit numbers. COMMONCORE LEARNING STANDARDS: Math: Number & Operations2.NBT Understand place value. 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Speaking and Listening: Comprehension and Collaboration SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1b. Build on others talk in conversations by linking their comments to the remarks of others. SL.2.1c. Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.1d. Seek to understand and communicate with individuals from different cultural backgrounds. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

PRE-ASSESSMENT: Students received an introductory lesson to place value two days before this lesson. The lesson touched briefly on one digit and two digit numbers. As a result of the students performance during the lesson this lesson will focus on increasing students understanding of place value by identifying the tens place and ones place of a number.

LESSON PRESENTATION: A. SET INDUCTION- The teacher will begin the lesson by calling the students to the table. Students will be instructed to bring a pencil, their math textbooks and their math notebooks with them. Once the students are settled and quiet, the teacher will inform the students they will be discussing place value. The students will then be asked the problem of the day: Point to 2-digit numbers on the number chart and say the numbers aloud. B. PROCEDURE- a. The teacher will first review the concepts of one digit numbers and two digit numbers. The teacher will then explain that in a two digit number you know the value of a digit by its place. The teacher will ask the group how many students are in the room and how to write that number.

b. The teacher will then focus on identifying the ones place in a two digit number. Using the written number of students in the room, the teacher will identify the ones place. The teacher will then write various numbers on a dry erase board and individually ask students to identify the number in the ones place. As the students give answers the teacher will underline the ones place value on the board. The teacher will then repeat the process but this time identifying the tens place in a two digit number. Once students have an understanding the teacher will write different numbers randomly asking students to identify either the digit in the ones place or tens place on the handout provided. c. The teacher will then introduce students to the base ten rods and units. Using these manipulatives the teacher will show the group that ten single units is the same as one tens rod. The teacher will then explain that each tens rod does not represent one but instead ten. To enforce this, the teacher will inform students that when counting rods they should count by tens. The teacher will then place rods and units on the table and ask students to identify the number, and the digits in the ones and tens place of the number. d. Once the majority of students seem to have an understanding the teacher will have students open their math books to page 21. The teacher will give the students a number and ask them to represent the number using the rods and units. The students will also draw a picture in their book, with a long line representing the tens rods and dots representing the ones. In their books students will also identify how many tens and ones there were. As students individually do this at their seat one student will be called to the board to depict what the representation should look like. e. After a few examples, the teacher will give each student a worksheet (Reteach 1.3) to work on. The students will be allowed to do the first two with a partner. The teacher will assist those who are struggling. Those who complete the worksheet with a strong understanding will then receive the enrich worksheet. C. CLOSURE- After students have received several minutes to work on their worksheets, the teacher will call for their attention. Together they will review some of the problems on the worksheet. The group will then discuss what they learned

today, understanding the place value of a digit by identifying the ones and tens place of a number. The students will be instructed to return to their seats.

MATERIALS AND RESOURCES: Dry erase boards Dry erase markers/erasers Number Chart Math textbook Math Notebook # 2 Pencils with erasers Base ten rods and units Handout tens/ones Leveled Math Practice Worksheets: 1. Reteach 2. Enrich Homework Workbook page: P7 - P8

FOLLOW- UP ACTIVITY: Students will be given workbook pages to complete for homework. For homework the students will complete problems similar to the ones they did in class. This will allow students to practice identifying two digit numbers and the value of the digits based on their place value.

EVALUATION/ASSESSMENT: The teacher will review the worksheet students completed during class. Students math homework will be collected and checked the following morning.

DIFFERENTIATED: -For Advanced Students: Students will be given an Enrich worksheet with higher leveled problems. -For Struggling Students: If students are having trouble with the math exercises, offer them extra help. Continue to guide students in identifying the ones digit and the tens digit. Explain to them how the place

value of these digits determines their value. -For Visually Impaired Students: Have a copy of the worksheet with large words and pictures and allow them to use larger papers for their assignment. Students will also be given rods and units to complete the problems. -For Interpersonal Students: Students will be working together in either groups or pairs throughout the lesson. -For Intrapersonal Students: Students will individually complete parts of the worksheet

RESOURCES: Common core standards. (n.d.). Retrieved from http://www.corestandards.org/ Go Math!