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LESSON PLAN: PLACE VALUE

Lesson Plan: Place Value

Amber M. Smith
OLT502 Learning Theories and Modules of Instruction
Colorado State University Global Campus
Dr. Anderson

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In this lesson I plan to help two second grade students, Kennedi Creed and Jayce Danzy, how to
place numbers in order, estimate and round numbers to the correct place value. The students will
use their knowledge of this lesson to compare and arrange numbers in the correct order. The
common core standards will help the students with the development on how they understand the
lesson.

Content Standard
Common Core Standard- CCSS.MATH.CONTENT.2.NBT.A.1 (common core standard
initiative, 2012)

Unpacked Standards
The students will expand their knowledge with place value math problems. The students
will also be able to use place value to compare and place numbers in the correct order. Students
have experienced the symbols greater than (>), less than (<) and equal to (=) in their first grade
classroom and will continue to learn with numbers within 1,000. Some students have the skills to
compare 2 numbers at a time, this standard will help the students focus more on comparing 2 or
more numbers at a time.

Essential Questions

What is the difference between place value?

LESSON PLAN: PLACE VALUE

What does 0 represent in a number?

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In this assignment I will discuss items 1, 2, 3, and 4 (Goodwin & Hubbell, 2013). These steps
will help me as a new teacher to help my students understand place value a little more. I want to
make sure my students know how to set personal learning goals to make sure the lesson is
learned. Each student also needs to set a personal learning objective to ensure they are able to
learn the task at hand.
Step One: CCSS.MATH.CONTENT.2.NBT.A.1 explains that the students will help the students
expand their knowledge of place value. The second graders will also understand how to group
numbers in the correct order. The standard will help the students understand that three digit
numbers are composed of ones, tens, and hundreds place value. The students will also
understanding how to values each number in word or standard form. In this lesson the students
will take a pre-formative assessment to test their knowledge of place value. The students will be
assessed on their prior knowledge of place value. The pre assessment will consist of five multiple
choice questions that will ask the students to identify the two digit number place value. They will
have to identity if the tens and the ones place of the number. The students will also have to
compare two different two digit numbers to show if they are greater than, less than, or equal to
the opposite number. This pre- assessment should help the students learn how to understand the
sequence of the base ten number system. According to Marlene Kliman, as students count,
interpret the values of written and spoken numbers, decide which number is larger or smaller,
and explore relationships among numbers, they are developing a picture of our number system
(Kliman, 2000). The primary goal is this assessment is to refresh the students memory on how
to recognize the value of two digit numbers.
Step Two: The pre assessment is a test to help the students refresh their memory on place value.
In the first grade the students learned how to recognize numbers up to 100. They also learned

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LESSON PLAN: PLACE VALUE

how numbers are built from the tens and ones and explore different number patterns. The test
will consist of different word problems they will ask them to describe which place value the
number belongs to. The test will also have an equation for the student to express which number
is greater than, less than, or equal to the other number. The test will be given on Thursday
October 7th 2016. After the test is given, the students will begin to learn how to order numbers
and place three digit numbers in the correct place value.
Step Three: The results of the test show that most of the students need more help on determining
the difference between greater than and less than. The pre- assessment also shows that both
students understand how to order numbers in the place value. Both students understand the value
of the tens and ones place value of the number. Lastly, the students understood the equations that
required them to compare the two digit numbers. They mostly understood the numbers that were
equal to each other.
Step Four:
CATEGORY

The student

GREAT
The number was

GOOD
The number was

understands how to

drawn correctly.

draw, but drawn

POOR
The number was not
drawn.

draw the number in

incorrectly.

the form of base ten

blocks.
The student will

There us a full and

There is a partial

There is no

describe the number

correct description .

description, ot the

description, or the

in written form using

description is

description is

the correct

partially correct.

completely wrong.

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LESSON PLAN: PLACE VALUE

vocabulary of
hundreds, tens, and
ones.
The student will write There written from is

The written form is

There are no words

the number in the

correct and spelled

correct, but the words

written, or the words

word form.

correctly

are misspelled.

written are not

correct.

Step Five: After giving the pre-assessment and going over the rubric with the students, both
students set personal learning goals to ensure they will have a better understanding of the lesson.
Each student set one personal goal for themselves to make sure the lesson is understood. For
example, while sitting down with Kennedi we both came up with a personal goal to ensure the
place value lesson is learned. The learning goal Kennedi set for herself is to make sure she learns
how to determine the difference between greater than or less than symbols.
Step Six: In each step I described what I will be teaching my students about place value. Once
this lesson is taught, each student will have a better understanding about the value of numbers. In
step one I ensured the student understood what is being taught. I explained what the importance
of place value for second students. I also provided the students with a pre-assessment to see
where their level on the subject stands. In step two I explained the pre assessment is a mini
refresher on place value. The students learned how to place two digit numbers in the correct
order. Also the pre assessment was given to the students in a group environment. In step three I

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explained the results of the pre assessment test. Majority of the students remembered how to
order and compare two digit numbers. One particular student need a little more assistance on
greater than and less than symbols. Step four consisted of a general rubric to help the students set
personal learning goals on what they need to learn. Finally, in step five I sat down with each
student to come up with a personal learning goal for the place value lesson. One particular
student decided to make their personal goal to understand the greater than or less than symbols
better.

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Teachers may find it a little hard to interact or engage their students in daily lessons. In this
module I will explain different was I will try to engage my students into daily lesson.

Step One: According to Stacy Hurst, a good way to engage students into the lesson is to use the
10:2 method. For every 10 minutes of instruction allow the students 2 minutes to process and
respond to the instruction. This can be done in various ways by having them write what they
have learned, questions they may have, or by discussing the content with a fellow student (Hurst,
2013). Another way I will re-engage my students into the lesson is try to come up with miniature
games or activities. Incorporating games and puzzles into each lesson will increase each childs
mental appetite for learning.

Step Two: There are many different ways I will teach my second grade class place value. I would
come up with a game that helps the children understand the lesson more efficiently. One way I
would teach my students place value I would use a deck of playing cards and ask each student to
compare cards with their neighbor to see who has the highest number. Another way I would
make place value interesting is by choosing a number to write down a number for the class to
see. Each student will use different cards from the deck and decide whether their card id greater
than or less than the number on the board. I will try to provide a fun worksheet the students can
choose from as the last option.

Step Three: Place value helps us in daily lives. We use place value in costs, weight, distance, and
time. A good way to present place value to real life is with money. The dimes and pennies

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represent the two digit numbers. I would use the ones, tens, and hundred-dollar boll for the three
digit place value. Another example of teaching place value is relating place value to which store
a student may need to go to, to find the best price for a video game.

Step Four: Interacting with students on their personal goals is essential. As a teacher you want to
make sure the lesson is taught evenly. I will incorporate different activities to make sure their
personal goals are achieved. As a teacher I will make sure their personal goals are achieved by
providing an interactive worksheet. The worksheet will become completed and I will write all the
numbers in a chart. After the worksheet is completed I will ask the students to choose two or
more number from the worksheet and compare them to the numbers on the board. I will also
have them share the compared number with their neighbor.

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When students enter school each day they are not physically or mentally ready to start class.
Setting rules and procedures will help the students unwind and get prepared for the school day
ahead of them. As stated in Sample morning meeting- responsive classroom, during the early
morning discussions the students are able to greet each other, engage in an activity together, or
even listen to the teachers daily messages (p.1, 2009). The goal of the morning discussions is to
help build communication with each student and the teacher. Another goal is to build trust and
set positive learning. It also helps manage social and academic learning. In this module I will
explain different ideas for engaging my students into each lesson each day.

Step One: Once the students have entered the classroom, they will begin to unpack, sit down at
their individual desk, read a book silently until each classmate has entered the classroom. Once
each student has entered the class, each student will break off into a group of four to complete
the daily activity question that will be in the center of the board. The question I will ask will be
based off the students weakness in a particular subject the prior school day. Each group will
have five minutes to answer the question. After the group has their answer written in their
individual whiteboards, they will pass it to the next group to check each others answer. This will
help each the class check their work to make sure the lesson is well learned. This will also help
the teacher get administrative jobs done and this will help the teacher make sure the particular
subject is understood.
Step Two: Providing feedback is important to help motivate your students. According to
Goodwin and Hubbell (2013), The bottom line appears to be this: the best feedback isnt a
score or grade; its guidance on what students are doing well and what opportunities they have
for improvement (p.99). A thought that I have for giving students particular criticism would not

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be simply putting a score on a task or test, however giving them input with data they can use to
enhance in their learning. Another idea I have is to allow the students to have a peer assignment.
According to Goodwin and Hubbell (2013), Provide peer-assessment protocols such as two
stars and a wish or praise and polish in which students give praise for one or two things and
provide a suggestion or pose a question for improving something else (p.101). A peer
assignment will allow the students to brainstorm ideas together as a group to come up with one
essential idea.

Step Three: As a teacher, one way I will check each student progress is by assigning different
homework assignments. Each homework assignment will help the student understand the lesson
taught and will help the teacher understand if the lesson was understood. Another way to check
the class progress is to use the clickers for the promethean board. The clickers will give an
overall answer based on the students responses. A KWL chart is another idea I have to check the
progress of my students learning. The KWL chart will as the students to describe what they
already know about the particular subject, what they want to know about the subject, and what
have they learned. The students have the opportunity to explain to the teacher what strengths and
weaknesses they have in the subject at hand.

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Step One: After teaching a lesson, I will begin to have several mini activities in fifteen minute
intervals to make sure the lesson is processing in their minds. According to our books, "the short
increments of time....ensure that students are able to focus on the lesson and remain on task for
the entire class period" (Goodwin & Hubbell, 2013). I will provide the students with a mini place
value activity. I would provide flash cards with numbers one hundred to five hundred. Some
flash cards will have the greater than, less than, and equal to symbols written on them. I will
show the entire class two different numbers, one student will come up to the front of the class,
pick the correct place value card. This activity will help the student understand the difference
between each place value symbol.

Step Two: Having the Six Essential Cs planned in a single lesson provides the teacher with
confidence the lesson can be learned. Each activity will help the student engage with each other
and learn how to communicate when one part of the lesson is not understood. 1. Curiosity- I will
create an activity for the students to ask more questions about the lesson. I will write a question
on the board at the beginning of the day. As the day goes on I will ask the students to submit their
answer to the question. Each student with the correct answer will receive a reward. 2.
Connection- I will create a worksheet that allow to the students to connect their minds to recent
place value lessons taught to them. The worksheet will have single digit numbers asking the
students to select the correct place value symbol. 3. Coherence- In this activity the students will
show the students the meaning of place value. They will learn place value has base ten units.
Also the activity will teach the students how to bundle and unbundle numbers. 4.
Concentration- In this activity I will provide the students with a mini quiz to make sure they
processed the information. 5. Coaching- After each activity, I will express to each student

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independently what they may need help on. I will also explain to them each mistake they are
making in the particular lesson. 6. Context- As a teacher, students need to know how to
calendars. I will create an activity that will teach the students how to confine themselves to
hours, days, weeks, and years. For example, in calendar math, the number 12 means 1 week and
2 days.

Step Three: The first activity will have ten minutes for each student to complete. The second
activity the students will have twenty minutes to complete the group activity. The third activity
the students will have thirty minutes to complete with the class. The fourth activity the students
will have fifteen minutes to complete their mini quiz. The fifth activity the students will have up
ten minutes to speak to the teacher about any problems they are having with the lesson. Finally
the last activity the students will have a ten minute refresher.