LESSON PLAN 1, Day 1

Name: Melissa Beitko

GENERAL INFORMATION
Lesson Title & Subject(s): Math
Topic or Unit of Study: Count Total Values
Grade/Level: 2
Instructional Setting:
The 19 students will be sitting at their desks for this lesson. I have 5 tables, with 4 students per table.
One table has a group of 3. The learning context of this lesson is to have the student count the values of
ones, tens, and hundreds using manipulatives.

STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
2.NBT.A.1b 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. 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).
Lesson Goal(s):
The goals for the lesson is for the students to use a variety of math manipulatives for visualization and be
able to count using place value.
Lesson Objective(s):
Given a variety of manipulatives, students will count the total value of a given number using ones, tens,
and hundreds. Students will correctly answer 7 out of 10 problems to show proficiency.

MATERIALS AND RESOURCES

Instructional Materials:
Rekenrek Addition and Subtraction to 10 fluency practice, place value disks (ones, tens, and hundreds)
place value chart, pencils, personal white boards, dry-erase markers, 2Know class responder system,
pod computers for Balloon Pop Subtraction
Resources:
NVACS. (2012) Nevada Academic Content Standards. Retrieved from http://curriculum.wiki-teacher.com/
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events
1. Identification of Student Prerequisite Knowledge and/or Skills:
The lesson will begin with fluency practice. The students have the prerequisite knowledge to
complete fluency practice with ease. The students all have a personal rekenrek that I made for
them. Show me 11. How do we say that in unit form? Keep counting, in unit form, until you

reach 15. How do you say that in standard form? I will continue this type of counting with a
variety of numbers. I will also have them count up and count down using the rekenrek. I will then
hand out a practice sheet with addition problems. They will have 4 minutes to complete as many
as they can. These are all problems within 10. Approximate time: 10 minutes
2. New Knowledge and/or Skills to Be Taught:
I will display the following problem on the SMARTboard. Rosa Bella is helping Mrs. Beitko
organize the books in her classroom. She finds 41 chapter books and 29 picture books. She
throws away 12 that are damaged. How many books are left in all? The students will work out
the problem on their personal white boards. The students will then use the 2Know class
responder system to select an answer from a multiple-choice list. I will have four answers
displayed on the board for the students to choose from. Approximate time: 10 minutes
3. Modeling: I Do
I will walk through the steps it takes to solve the given problem. I will draw pictures, use
manipulatives, etc. in order to solve the problem correctly. Approximate time: 5 minutes
4. Guided Practice: We Do
Students will be given place value charts. We will label each place with ones, tens, and
hundreds. I will show the number 14 to the students. We will label how many tens and how
many ones we see in the number. We will then use our place value disks to show 14, and we will
count 14 on our rekenrek. We will continue this with a variety of numbers. Approximate time: 25
minutes
5. Independent Student Practice: You Do
The students will be given a practice page. The first 5 problems the students will be asked to
show the number using place value disks or rekenrek. They will write the number in unit form an
in standard form. The next 10 problems the students will be given higher numbers and they
should model the number using as few place value disks as possible. For students that finish
early, they may use the pod computers to practice subtraction facts on Balloon Pop Subtraction
from Abcya.com. Seven students may use the computers at a time. Approximate time: 20
minutes
6. Culminating or Closing Procedure/Activity/Event:
We will have a class discussion about the problems they just did. How did the numbers
change? Discuss with your shoulder partner. I will call on a few students to respond.
Pedagogical Strategy (or Strategies):
direct instruction, cooperative learning groups, partner work
Differentiated Instruction:
If necessary, I will pull small groups to my kidney table while they are working on their practice sheet.
Student Assessment/Rubrics:
I will know if the students have met the objective for the lesson by observing them during fluency practice
and independent work. This will be a formative assessment for my instructional unit.