INSTRUCTORS

MANUAL
2nd Grade Instructional Unit in
Place Value

By Ashlyn Neil
TABLE OF CONTENTS

Introduction ............................................................................. 1

Instructional Unit Overview ..................................................... 1

Instructional Goal ..................................................................................1
Intended Audience .................................................................................1
Length ...................................................................................................2
Delivery Approach ..................................................................................2
Instructional Sequence ..........................................................................3
Materials Needed ...................................................................................4

Lesson Plans Overview ............................................................. 5

Lesson Descriptions ...............................................................................5
Assessment Descriptions ........................................................................7
Instructional Delivery, Methods and Strategies ......................................7
Lesson Plan Materials ...........................................................................10
Lesson Plan Physical Resources ...........................................................11

Lesson Plans .......................................................................... 11

Lesson Plan 1 .......................................................................................12
Lesson Plan 2 .......................................................................................15
Lesson Plan 3 .......................................................................................18
Lesson Plan 4 .......................................................................................21
Lesson Plan 5 .......................................................................................24
Lesson Plan 6 .......................................................................................27
Lesson Plan 7 .......................................................................................30
Lesson Plan 8 .......................................................................................33
References ............................................................................. 36

Appendices ............................................................................. 37
 INTRODUCTION

This instructor’s manual provides a guide for a 2nd grade instructional unit in place value.

The manual includes step-by-step lesson plans and all print-based materials. In addition, it

contains instructional strategies, delivery and method approaches. Alongside the printable

instructor’s manual, the website contains a page for each lesson, with all the print-based

materials and links to outside resources included in the lesson plans.

INSTRUCTIONAL UNIT OVERVIEW

Instructional Goal

In order for students to be successful in math, especially as they move through the higher

grades, it’s important for them to have a sound understanding of numbers. Students need to

understand numbers can be manipulated, but the value of the whole number stays the same. As

students are exposed to addition and subtraction with regrouping, or multiplication and division,

their understanding of place value will help them solve these types of problems. The

instructional unit is designed to address a deficit in place value knowledge which was observed

in a 2nd grade classroom. The goal of instruction for this unit is: Given a three-digit number,

students will be able to identify the place and value of each digit, with or without base-10 blocks

as a representation and accurately write the expanded form of each digit with 80 percent

accuracy on a post-test.

Intended Audience

The intended audience for this instructional unit is a 2nd grade self-contained classroom

from a neighborhood public school in Northern Virginia. The 2nd grade class is comprised of 27

students. The 27 students consist of 15 girls and 12 boys, ranging in age from 7 to 8 years old.

The suburban area is both a transient and stable community, with a large flux of military and
government families. This community is comprised of different socioeconomic backgrounds and

it is reflected in the make-up of the class. A portion of the class are identified as receiving free

and reduced lunch, and the remaining portion of the class come from average or above average

socioeconomic status. The students are ethnically diverse, including African Americans,

Hispanics, Asians, and Caucasians. There are two students with learning disabilities which

require specific accommodations. These accommodations, such as reading the test questions

aloud for these students will be incorporated during the lessons where necessary. Although

students normally have a positive attitude towards math, their engagement is paramount.

Providing opportunities to use technology and hands on activities throughout the unit of

instruction will help motivate students and create a positive engaging environment. Utilizing

manipulatives, such as base-10 blocks, and playing games will motivate student learning.

Length of Unit

The instructional unit is designed to be taught over a period of 10 instructional days.

There are 8 lessons in the unit which are comprised of 65 minutes, and 2 additional 60-minute

time blocks for the administration of the pre-test and post-test.

Delivery Approach

The delivery approach is based on the design process of Gagne’s Nine Events of

Instruction. Gagne’s Nine Events of Instruction provides a systematic approach to learning a

foundational skill required for higher learning (Gagne, 1988). It provides a thorough in-depth

opportunity to learn the concept of place value. Each step of instruction supports the learning,

application and recall of the content. While not each step of Gagne’s Nine Events is separated in

the process of designing the lessons, rather each step is incorporated into the instruction and

therefore a more efficient way of delivering the content. Within the scope of the instruction for

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each lesson, the students are informed of the goal and their prior knowledge is activated in the

pre-instructional activities. For example in one lesson students are asked to skip count by tens,

which activates their prior knowledge of the ten to one ratio. During each activity, the teacher is

engaging with the students and is available during that time to provide feedback to students that

are struggling, or giving positive feedback to students so they are encouraged knowing they

understand correctly.

Place value has more than one application and therefore cannot be taught in one setting.

Rather, learning the different applications of place value should be taught in an evolving process.

The scope of instruction starts with the basics of place value and culminates in a broader

application of place value, thus also drives the sequence of instruction from basic to more

difficult applications. The design of the instruction delivery provides for an evolving process,

where a specific application of a skill can be taught in a thorough fashion and then continue to be

built upon, again in a thorough fashion until each specific application of the skill is complete.

Instructional Sequence

The sequence of instruction starts with a pre-test to measure current student knowledge of

place value. Following the pre-test, instruction of 8 lessons of 65-minutes each, over 8 days will

commence. Each lesson follows a design which incorporates a prior knowledge review,

presentation of content, guided practice, student independent activity and either a teacher

observation quick check assessment and/or a formative assessment. The summative assessment

will be the post-assessment. The unit lessons are sequenced to build upon skills beginning with a

very basic skill in place value and continuing to more difficult skills such as expanded form of

numbers and comparing numbers. The sequence will follow the objectives students will meet in

the instructional unit:

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  Given 3 two-digit numbers, students will draw in their math journal pictures of
base-10 blocks representing the place value of each digit correctly, 2 out of 3
times.
 Given a 3-digit number, students will draw a base-10 block representation of the
number correctly, 2 out of 3 times.
 Given 8 3-digit numbers, students will identify the correct value of each digit 6
out of 8 times.
 Given 3 sets of random 3-digit numbers, students will create the smallest numbers
possible correctly 2 out of 3 times.
 Given 3 sets of random 3-digit numbers, students will create the largest numbers
possible correctly 2 out of 3 times.
 Given 2 sets of 3-digit numbers, students will correctly compare the numbers 2
out of 3 times.
 Given 8 three digit numbers, students will correctly write the numbers in
expanded form 6 out of 8 times.
 Given 8 3-digit numbers in expanded form, students will write the standard form
of the number correctly 2 out of 3 times.
Materials Needed
The materials needed for the plan of instruction will consist of the assessments

which include the pre/post-test, a formative quiz, exit tickets, teacher observations as well as

worksheets, and manipulatives for the activities. For several lessons, there are student

independent activities which will require items that need to be printed and copied for the

students. Items such as a place value recording sheet and chart, and sort cards with

expanded/standard numbers which will need to be prepared ahead of time. Construction paper

will be provided to the students for an activity where they will create and wear a headband which

designates the student as a place in a number. Physical resources will also be needed including a

smartboard, google chrome books (or something which access the internet). A full list of

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materials and resources are listed in the lesson overview portion, as well as imbedded in each

lesson.

LESSON PLANS OVERVIEW

Lesson Descriptions

Lesson 1

The goal of the lesson is for students to be able identify when adding on to numbers; we

can make it easier by using 10’s to add rather than counting ones. Students using manipulatives

will identify the 10-to-one relationship between 1’s, 10’s and 100’s, by trading cubes (ones) to

make 10’s and trading rods (tens) to make 100. Students will complete an activity where they

will roll a dice and use base-10 blocks to add on and trade up to their starting number until they

reach 100. An exit ticket will be given as a formative assessment.

Lesson 2

The goal for this lesson is to identify a number using base-10 blocks as a representation

of the number. Students will use base-10 blocks as a representation of numbers and write the

corresponding numbers on a recording sheet. Students will complete a scoot for this lesson

where they are given a number and they have to draw the base-10 representation of the number.

There is no assessment for this lesson.

Lesson 3

The goal of this lesson is for students to be able to know where to place a digit when

named by the digits place. Given clues to a specific amount in a digit, students will create a 3-

digit number. During the activity, the teacher will provide clues to students about a digit and

students will have to place the digit correctly. As part of independent practice students will

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practice place value knowledge by playing math games on abcya. Students will complete a

worksheet as a formative assessment.

Lesson 4

The goal of this lesson is for students to learn how to manipulate numbers by

understanding how a digit can make a number smaller by its placement. Students are applying

their new learning of digit value by creating the smallest numbers possible with random

numbers. The activity for this lesson uses playing cards and students will create the smallest

number possible from the number they have drawn. An exit ticket will be used a formative

assessment.

Lesson 5

The goal for this lesson is for students to learn how to manipulate numbers by

understanding how a digit can make a number larger by its placement. This lesson is similar to

the last lesson, only changing the activity where students will create the largest number as

opposed to the smallest number. The activity has changed slightly, as students will use dice to

create their numbers. An exit ticket will be used as a formative assessment.

Lesson 6

The goal of the lesson is for students to be able to compare numbers by determining the

value of numbers. Students will continue to build upon their knowledge of place value, by

comparing numbers, using the base-10 model. Using playing cards, students will create a

number for their activity and then compare it with their partners’ number using <, >, = to

compare. Students will complete an exit ticket for a formative assessment.

Lesson 7

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 The goal for this lesson is for students to be able to write three-digit numbers in expanded

form. Students will extend their learning of place value by identifying the place value of a

number and writing it in expanded form notation. For the activity, students will represent a place

in a number. Using numbered squares, they will create a number and write the expanded form of

the number. A quiz will be given to students as a formative assessment

Lesson 8

The goal of this lesson is for students to be able to take the expanded form of a number

and be able to write it in standard form. Students will draw on their knowledge of the expanded

form of a number and be able to read a 3-digit number in expanded form and then match the

expanded form to its standard form. Students will use cards which have an expanded form of a

number and write the standard form of the number, as well as a base-10 block representation.

Students will use IXL Learning to complete practice of place value as the formative assessment.

Assessment Descriptions

The instructional unit will assess students in several different ways. There will be a pre-

test and post-test, the latter will be used as the summative assessment for the unit. A formative

quiz will be given to test student’s knowledge of expanded form of numbers. Each lesson will

have an informal quick check of student understanding. These checks will be completed either

through the result of the activity students completed where they complete a recording sheet, a

soot, use of white boards to show their answers, or completing an exit ticket to answer a few

questions at the conclusion of a lesson. Class discussions and observations made by the teacher

will also play a role in assessing student understanding.

Instructional Delivery, Methods and Strategies

The cognitivism learning theory was applied in the plan of instruction. Within the

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delivery of the content, student prior knowledge is called upon to help support store their new

learning into a meaningful place. New knowledge is transferred from the teacher in an optimal

way and students are given the opportunity to independently practice this new learning. Memory

is a key element in the cognitivism learning theory, as the transfer of new learning has to occur,

and prior knowledge facilitates the transfer of learning by linking new information to the prior

knowledge (Ertmer & Newby, 1993). The lessons were created to support the cognitivism

learning theory in several ways. In each of the pre-instructional activities, prior knowledge is

activated, which will create schema and help students to store information. For example, in one

of the lessons, students are asked to recall each digit’s place in a number given, and to recall the

use of the base-10 model. As well, during teacher instruction, the teacher is modeling and

providing examples, thus transferring knowledge to the students. In addition, the activities

encourage the learner to be an active participant in the learning, independently practicing, but

with feedback as a support from the teacher

Strategies used in the instructional unit follow the 5-step Dick and Carey Model of

instruction, i.e., pre-instructional activities, content presentation, learner participation,

assessment and follow through activities (Dick & Carey, 2000). Within each step, specific

strategies are used to engage the learners in gaining their attention, recall, guidance practice with

feedback, assessment and retention. For example, in each of the lessons accessing student’s prior

knowledge is part of the pre-instructional activities which is used for recall and to facilitate

students making a connection to the new learning. In addition, the goal of the lesson is also

shared with students giving students a purpose for their learning.

During the content presentation, direct teacher instruction is utilized for the purpose of

transferring the new knowledge or skill to students. Direct instruction allows for modeling the

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steps, or procedures in identifying the place and value of a number, or in the case of combining

skills such as having to use addition skills in the first lesson. Direct instruction also provides the

opportunity to demonstrate the activity students will engage in to apply their new learning, which

will be important for them to be able to correctly “engage” in their activity to optimize their

application of the new skill learned.

During the learner participation portion of each lesson, a fun, hands on activity using

manipulatives was a strategy chosen not only for just practice of the skill, but also to encourage

student engagement in independent practice. 2nd graders are very active and promoting learning

through activities rather than go the pencil and paper route, the students will participate eagerly.

As well, this gives an opportunity for teacher feedback; positive feedback and corrective

feedback, addressing any problems before the lesson is over.

The assessments are designed to relate to the new concept learned, or a repetition of sorts

so students can continue to store information. In keeping the assessments directly related to the

skill taught will provide the results the teacher will need in order to determine if students retained

the skill or knowledge. In addition, a portion of the assessments are quick, informal checks as to

not overtax students with tests to show their learning. In one lesson, students are asked to draw a

depiction of a number using the base-10 model. During practice students use base-10 blocks in

the activity to show a number and keep track of their growing number. Asking students to draw

a number using the base-10 model in the assessment will show if they can recall the base-10

blocks and transfer this knowledge to a visual they have retained of place value in numbers.

Finally, follow through activities are incorporated into the lessons. These are reflective

of what students are learning in the lessons and encourages class/student discussions. For

example, students are asked questions about comparing numbers, specifically about which digit

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should be compared first and what other ways we could compare numbers? The questions

provide a forum of review of what they learned in comparing numbers and taking what they

learned and applying different strategies. This gives students an additional way to show their

learning.

Lesson Plan Materials

The materials needed for this unit of instruction are listed in the chart below. These materials are

contained in the appendices of the instructional manual, as well as embedded into the lesson

plans and located on the specific lesson page of the website.

Pre-Test/Post Test Lesson Worksheet

Base-10 Scoot Cards Base-10 Scoot Recording Sheet

Comparing Numbers Recording Sheet
Largest Number Recording Sheet
Numeral Squares
Exit Tickets for Lessons #1, 4, 5 & 6
Lesson 7 Quiz
Link Learning
https://www.ixl.com/math/gra
de-2/convert-from-expanded-
form-up-to-hundreds,
https://www.ixl.com/math/gra
de-2/place-value-models-up-
to-hundreds to IXL Learning
Expanded Form Sort Cards
Smallest Number Recording Sheet
Place Value Mat
Lesson #3 Worksheet
Link to abcya math games:
Base Ten Bingo –
http://www.abcya.com/base_ten_bingo.
htm
Bae Ten Blocks –
http://www.abcya.com/base_ten.htm,
Base Ten Fun –
http://www.abcya.com/base_ten_fun.ht
m
Link to TeacherTube Video
http://www.teachertube.com/video/plac
e-value-lesson-1st-and-2nd-grade-math-
450542

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Lesson Plan Physical Resources

The physical resources needed for the instructional unit are listed below and are not provided in

the instructional unit.

Smart Board Base-10 Blocks

Construction Paper Pencils
Dice Crayons
Decks of Playing Cards Dry Erase Markers
Clip Boards Plastic Bags
Scissors Stapler
Student Math Journals Clear Document Protectors
White Boards Crayons
Google Chrome Books

LESSON PLANS

The following lesson plans are listed in the order they should be taught for the

instructional unit. Prior to teaching the unit, students should be administered the pre-test which

is contained in Appendix A. At the conclusion of the 8 lessons, the post-test is administered.

The pre-test and post-test are the same test, which can be used to measure student knowledge.

The lesson plans include step-by-step procedures for each section of the lesson, i.e., pre-

instructional activities, content presentation, learner participation, etc. Each lesson also includes

a list of the materials for the lesson and any print-based materials for the lesson is referenced to

the appendix it is located. The website contains a separate page for each lesson, which also

includes a list of materials, printable materials and links to any outside resources.

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 Lesson Plan #1 Title: Sets of Tens to 100.

Lesson Overview: Students using manipulatives will identify the 10 to one relationship between

1’s, 10’s and 100’s, by trading cubes (ones) to make 10’s and trading rods (tens) to make 100.

Resources or Materials Needed

 Smart Board

 Base-10 Blocks

 Dice

 Place Value Mat (See Appendix B)

 Student Math Journal

 Exit Ticket (See Appendix C)

Performance Objective 1: Given 3 two-digit numbers, students will draw in their math journal

pictures of base-10 blocks representing the place value of each digit correctly, 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Students will first be asked to skip count by tens to 100 and then asked to take a look at a

picture displayed on the smart board of base-10 blocks with the two rods (two 10’s) and

12 cubes (12 ones).

 Students will be asked to count the base-10 blocks and share what they have come up

with. Next, students will be asked if you could trade something to make it easier to count

the blocks, what could you trade? Anticipated response would be, “you could trade ten

of the cubes for a rod and add the rod to the other rods.” Teacher models the trade and

then asks the students to count the blocks again, asking students if it was easier to count?

12
  The goal of the lesson will be shared with students. The goal of the lesson is for students

to be able identify when adding on to numbers, we can make it easier by using 10’s to

add rather than counting ones.

Step 2: Content Presentation (10 Minutes)

Content is direct instruction by the teacher. Cognitivism Learning Theory

 Display a two-digit number (54) on the smart board.

 Show students how to count out the number using base-10 blocks.

 Using a place value mat displayed on the board, the base-10 blocks are then drawn in the

appropriate place (5 rods in the 10’s place and 4 cubes in the 1’s place), explaining the

base-10 blocks can show you the value of a digit within number, there are 5 tens and 4

ones.

 Model activity: Students will work in pairs, using a place value mat, dice and base-10

blocks. Students will each take a turn and roll a pair of dice and add the dice numbers

together. Using the base-10 blocks they will count out the respective number. For

example, the first student rolls a 4 and a 5, they will count out 9 cubes. After the next

player rolls and gets their cubes, the first student rolls again. This time, if the total added

to their existing blocks will make a 10, they will trade in for a rod and place the blocks on

the place mat in the respective place column. Play continues, until a student reaches 100,

where they will trade in their 10 rods for a flat (100).

 Ask students if they understand, or need clarification on the activity. Group students into

pairs.

Step 3: Learner Participation (25 Minutes)

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  As students engage in the activity, the teacher will move around the room to check for

student understanding of the activity and of the tasks being learned. Are the students

adding properly, do they recognize when they need to trade, are they placing the blocks

in the appropriate “place” on the mat? Teacher will provide guidance to the students

during the activity to address those questions, or any other questions students may have.

Students are also encouraged to support their peers, if they recognize their partner is not

trading when necessary or adding properly.

Step 4: Assessment (15 Minutes)

 Students will complete an exit ticket. Students will be given 3 numbers (528, 795 & 143)

and they will be asked to show in a drawing in their math journals, depicting the numbers

place values with base-10 blocks. Students will draw the depictions correctly two out of

three times. See Appendix C

Step 5: Follow-Through Activities (5 Minutes)

 Class Discussion Questions.

o Ask students what they learned or discovered in the activity.

o Did the activity connect to counting by 10’s, if so, why?

o What is something they will remember about this activity?

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 Lesson Plan #2 Title: Base-10 Scoot

Lesson Overview: Students will use base-10 blocks as a representation of numbers and write

the corresponding numbers on a recording sheet.

Resources or Materials Needed

 Smartboard

 TeacherTube Video on Place Value Link: http://www.teachertube.com/video/place-

value-lesson-1st-and-2nd-grade-math-450542

 Dry Erase Markers

 Scoot Cards Posted Around the Classroom (See Appendix D)

 Scoot Recording Sheet (See Appendix E)

 Clip Boards

 Pencils

Performance Objective 2: Given a 3-digit number, students will draw a base-10 block

representation of the number correctly, 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Review building two digit numbers from the previous lesson. Write the number 54 on

the smartboard within a place value chart showing the 5 in the 10’s place and the 4 in the

1’s place. Draw a base-10 block representation of the number. Ask students how much

the 5 is worth and how much the 4 is worth. After students answer, write the number 154

on the board and again, draw a place value chart and place the number 154 in their

respective place. Ask students how many base-10 blocks to draw for each digit. Then

ask students how much the 1, the 5 and the 4 are worth.

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  Draw a base-10 blocks representation of the number 235. Ask students to identify each

digit and then write the number on the board.

 Explain to students the goal for this lesson is to identify a number using base-10 blocks as

a representation of the number.

Step 2: Content Presentation (10 Minutes)

 Play the video from TeacherTube on Place Value. Have students take notes in their math

journals. Ask students to write at least three items they learned from the video in their

math journal. Video link: http://www.teachertube.com/video/place-value-lesson-1st-

and-2nd-grade-math-450542 (Mathman, 2018)

 Following the video, explain to students the activity they will be doing for the lesson.

Students will work independently in a scoot, where they will view scoot cards posted

around the room which have 3-digit numbers. Students will draw a base-10

representation of the corresponding number on their recording sheet.

Step 3: Learner Participation (25 Minutes)

 Students will work on the scoot independently. As they finish the scoot, they will have

their recording sheet checked by the teacher. Students will need their clipboards,

recording sheet and pencils to complete the activity.

Step 4: Assessment (15 Minutes)

 There is no assessment for this lesson. The scoot recording sheet will be checked by the

teacher for completion and gone over with the class in the follow-through activities. No

grade will be taken.

Step 5: Follow-Through Activities (5 Minutes)

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  Have students sit on the carpet and bring their scoot recording sheets. Call on students to

share their answers from the scoot. Have them draw the answer on the smartboard.

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 Lesson Plan #3 Title: What Number Am I?

Lesson Overview: Given clues to a specific amount in a digit, students will create a 3-digit
number.

Resources or Materials Needed

 Smartboard

 White Boards

 Dry Erase Markers

 Worksheet (See Appendix F)

 Google Chrome Books

 Abcya website, place value games. Links: http://www.abcya.com/base_ten_bingo.htm

http://www.abcya.com/base_ten.htm, http://www.abcya.com/base_ten_fun.htm

Performance Objective 3: Given four 3-digit numbers, students will identify the correct value

of each digit 3 out of 4 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Have students recall how digits have a specific place and value within a number. Ask

students if a numbers place can have more than one digit? Ask students if I have the

number 350, how many tens do I have. Write the number on the board with a place value

chart, and write the digits in their places, except write the 50 in the tens place. Ask

students if this is correct? Wait for answers and reinforce how digits have a specific

place and value.

 Explain the goal of this lesson is for students to be able to know where to place a digit

when named by the digits place.

Step 2: Content Presentation (20 Minutes)

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  Have students take out their white boards and dry erase markers. Explain to students they

will be writing numbers from clues the teacher will give them. Once they write their

number on their white board they will hold up their board for the teacher to check. Make

sure they wait until asked to hold up their white board with their answers, so that

everyone has a chance to write their number before sharing.

 Clues to give for the number:

Number Clues
184 Clue (1) In the hundreds place my digit
is the same as a dog having how many
tails.
Clue (2) In the ones place my digit has
the same number of legs a cat has.
Clue (3) In the tens place my digit has
the same number of legs as an octopus.
What is my number?
814 Clue (1) In the tens place my digit has
the same number of doors as our
classroom has.
Clue (2) In the hundreds place my digit
has the same number of legs as a spider
has.
Clue (3) In the ones place my digit has
the same number of second grade
teachers we have in the school.
235 Clue (1) In the ones place my digit has
the same number of legs I have.
Clue (2) In the tens place my digit has
the same number of sides a triangle has.
Clue (3) In the hundreds place my digit
has the same number of fingers a
person has on one hand.
657 Clue (1) In the tens place my digit is
equal to what a nickel is worth.
Clue (2) In the hundreds place my digit
has the same number of days in a week.
Clue (3) In the ones place is equal to
half of a dozen.

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Step 3: Learner Participation (15 Minutes)

 Students will use their Google Chrome Books and use the abcya website to play place

value games. The following games will be played:

Base Ten Bingo – Link: http://www.abcya.com/base_ten_bingo.htm

Bae Ten Blocks – Link: http://www.abcya.com/base_ten.htm
Base Ten Fun – Link: http://www.abcya.com/base_ten_fun.htm (abcya.com, 2017).

Step 4: Assessment (15 Minutes)

 Students will complete a worksheet identifying the value of specific digits. See

Appendix F

Step 5: Follow-Through Activities (5 Minutes)

 Meet on the carpet and ask students if they can think of clues of a number and see if they

can test the teacher, and then their neighbor sitting next to them.

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 Lesson Plan #4 Title: Creating the Smallest Number

Lesson Overview: In this lesson, students are applying their new learning of digit value, by

creating the smallest numbers possible with random numbers.

Resources or Materials Needed

 Smart Board

 Smallest Place Value Recording Sheet (See Appendix G) (use a sheet protector)

 Dry Erase Markers

 Deck of Playing Cards (without the face cards, Aces are valued as ones)

 Exit Ticket (See Appendix H)

Performance Objective 4: Given 3 sets of random 3-digit numbers, students will create the

smallest numbers possible correctly 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Ask students to get into two different groups. All boys in one group, and all girls in the

other group. Ask students if they can tell which group is larger? (Girls are a larger

group) Ask how they could tell? (Response, the group looks larger)

 Ask students how we can tell if one number is bigger than the other? Can we tell, just by

looking at the number? (Expect some students will respond yes, some will say no.)

Teacher Response: Yes, we can tell by looking at the number, but we need to understand

the value of digits in a number in order to so.

 Explain the goal to students they will learn how to manipulate numbers by understanding

how a digit can make a number smaller by its placement.

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Step 2: Content Presentation (10 Minutes)

 Display a three-digit number on the board (194). Model and explain each digit in the

number 194. Draw a chart on the board below the number showing a column for the

ones, tens and hundreds. Model separating the number by place value and then drawing

the base-10 model for each digit.

 Next tell students if you change some of the digits around you can make a smaller

number. Model switching the 9 and the 4 in the number 194 and use base-10 blocks

drawing to show how the number changes to a lower number.

 Explain and model the activity students will complete. Students will be grouped in pairs,

and be given a deck of cards, a place value-recording sheet and a dry erase marker.

Students will take turns, each drawing three cards. The 1st card will represent the

hundreds place, the 2nd card, tens place and 3rd card, ones place. Each student in the pair

will write the digits in the place value-recording sheet and draw a depiction of the

number using the base-10 models.

 Next have students create the smallest number possible using the digits they drew from

the deck of cards. Model how to rearrange the digits in order to create the smallest

number. Using the base-10 models, you can visualize how to create the smallest number.

Each pair will check his or her partners work to see if they came up with the smallest

number.

Step 3: Learner Participation (25 Minutes)

 Students will work through the activity in pairs and the teacher will observe students and

provide feedback to students as needed.

Step 4: Assessment (15 Minutes)

22
  Students will complete an exit ticket with the numbers (372, 714 & 265) in their math

journals. Ask students to create the smallest numbers possible. They can draw base-10

blocks to help them visualize the value of the digits. See Appendix H.

Step 5: Follow-Through Activities (5 Minutes)

 Call on students to come up to the board to share the smallest number they created.

23
 Lesson Plan #5 Title: Creating the Largest Number

Lesson Overview: In this lesson, students continue to apply their learning of digit value, by

creating the largest numbers possible with random numbers. This lesson is similar to the last

lesson, only changing the activity where students will create the largest number as opposed to the

smallest number. The activity has changed slightly.

Resources or Materials Needed

 Smart Board

 Largest Place Value Recording Sheet (See Appendix I) (use a sheet protector)

 Dry Erase Markers

 Three Dice for Each Group of Students

 Exit Ticket (See Appendix J)

Performance Objective 5: Given 3 sets of random 3-digit numbers, students will create the

largest numbers possible correctly 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Review with students the activity they completed in the last lesson where they created the

smallest number with cards.

 Ask students how they felt about manipulating numbers to change their value? Ask what

decisions did they make in order to create the smallest number. Have students share the

process they took to create their smallest number.

 Explain the goal to students they will learn how manipulate numbers by understanding

how a digit can make a number larger by its placement.

Step 2: Content Presentation (10 Minutes)

24
  Display the three-digit number on the board from the prior lesson (194). Model and

explain each digit in the number 194. Draw a chart on the board below the number

showing a column for the ones, tens and hundreds. Model separating the number by

place value and then drawing the base-10 model for each digit.

 Next tell students you can create a larger number just like you did in the previous lesson

on creating the smallest number. Model switching the 9 into the hundreds place and

placing the 1 in the ones place and the 4 in the tens place. Use base-10 blocks drawing to

show how the number changes to a lower number.

 Explain and model the activity students will complete. Students will be grouped in fours

and be given a set of three dice, a place value-recording sheet and a dry erase marker.

Students will take turns, each rolling the dice. Whatever digits appear on the dice, they

all write the largest number possible and then compare them with each person in their

group to check each other’s work.

Step 3: Learner Participation (25 Minutes)

 Students will work through the activity in pairs and the teacher will observe students and

provide feedback to students as needed.

Step 4: Assessment (15 Minutes)

 Students will complete an exit ticket with the numbers (462, 322 & 573) in their math

journals. Ask students to create the largest numbers they can in their journals. They can

draw base-10 blocks to help them visualize the value of the digits. Please note the

number (322) is the largest number they can create, hopefully students will catch this.

See Appendix J.

25
Step 5: Follow-Through Activities (5 Minutes)

 Call on students to come up to the board to share the largest number they created.

26
 Lesson Plan #6 Title: Greater Than, Less Than or Equal To? (>, <, =)

Lesson Overview: Students will continue to build upon their knowledge of place value, by

comparing numbers, using the base-10 model.

Resources or Materials Needed

 Smart Board

 Comparing Place Value Recording Sheet (See Appendix K) (use a sheet protector)

 Dry Erase Markers

 Deck of Playing Cards (without the face cards, Aces are valued as ones)

 Exit Ticket (See Appendix L)

Performance Objective 6: Given 2 sets of 3-digit numbers, students will correctly compare the

numbers 2 out of 3 times.

Time: 65 Minutes

Step 1: Pre-Instructional Activities (10 Minutes)

 Review with students the previous lessons on creating the smallest and largest numbers.

 Review the symbols greater-than, less-than, and equal to. (>, <, =)

 Ask and explain if necessary what the difference between a digit and a number is.

 The goal of the lesson will be shared with students. The goal of the lesson is for students

to be able to compare numbers by determining the value of numbers.

Step 2: Content Presentation (10 Minutes)

 Display a three-digit number on the board (137). Model and explain each digit in the

number 137. Draw a chart on the board below the number showing a column for the

ones, tens and hundreds. Model separating the number by place value and then drawing

the base-10 model for each digit.

27
  Display another number (174) on the board and repeat the steps above.

 Tell students we can compare the numbers by looking at the value the base-10 blocks

show us.

 Explain, that you always start with the left digit first and compare it to the other digit in

the left place. Look at the base-10 model to help compare each digit.

 Demonstrate to students while looking at both of the base-10 model in each number, we

can decide which number is larger and compare them. Write the sign (<) in between the

numbers.

 Explain and model the activity students will complete. Students will be grouped in pairs,

and be given a deck of cards, a place value-recording sheet and a dry erase marker.

Students will take turns, each drawing three cards. The 1st card will represent the

hundreds place, the 2nd card, tens place and 3rd card, ones place. Each student in the pair

will write the digits in the place value-recording sheet and draw a depiction of the

number using the base-10 models. Then looking at the base-drawings they will compare

the two numbers using the (>, <, =) signs.

 Ask students if they understand, or need clarification on the activity. Group students into

pairs.

Step 3: Learner Participation (25 Minutes)

 Students will work through the activity completing several comparisons.

 During the learner participation, change the activity and have students use the cards to

build the largest number possible and then compare the numbers. Change again, asking

them to build the smallest number possible.

28
  While students complete the activity, teacher ensures students are correctly comparing

the numbers, are able to build the largest or smallest numbers possible. Provide guidance

and feedback to correct any errors such as students comparing numbers from the right

side rather than the left.

Step 4: Assessment (15 Minutes)

 Exit Ticket: Students will compare three sets of numbers. Three groups of 2, three

random digits will be written on the smart board. (241 & 817), (435 & 217) and (109 &

931). They will use their math journals to complete the assessment. They will draw a

base-10 model for their new numbers and show the comparison of the numbers using the

signs (>, <, =). See Appendix L.

Step 5: Follow-Through Activities (5 Minutes)

 Class Discussion Questions.

o When comparing three digit numbers, which digit should be compared first?

What about in a two-digit number?

o What other ways could we compare numbers, how can we “see” if a number is

larger, smaller or equal to another number? (Looking for a response such as a

number line, number charts).

29
 Lesson Plan #7 Title: What Place am I?

Lesson Overview: Students will extend their learning of place value by identifying the place

value of a number and writing it in expanded form notation.

Resources or Materials Needed

 Smart Board

 Construction Paper Headbands with Place Value Representation, Hundreds, Tens and

Ones (See Appendix M for sample)

 Plastic Bags

 Numbered 1 through 9 card stock squares printed and cut enough for each group (See

Appendix N)

 Plastic Baggies

 Expanded Place Value Recording Sheet (See Appendix O) (use a sheet protector)

 Dry Erase Markers

 Quiz (See Appendix P)

Performance Objective 7: Given 8 three digit numbers, students will correctly write the

numbers in expanded form 6 out of 8 times.

Time: 65 Minutes

Step 1: Pre-Instructional Activities (5 Minutes)

 Display a three-digit number on the board and have students recall each digit’s place (145).

The one is in the 100’s place, the 4 is in the 10’s place 5 is in the one’s place.

 Ask students to recall how to use the base-10 model and show the value of each digit in the

number 145. Have students come up to the smart board and draw each digit’s base-10

model. Have the students say the number out loud.

30
 The goal of the lesson will be shared with students. The goal of instruction is for students to

be able to write three-digit numbers in expanded form.

Step 2: Content Presentation (15 Minutes)

 Ask students to say the number 125 out loud, and then write the number on the smart

board.

 Have students repeat saying the number out loud, only this time, by each individual digit

and stopping them between the digits. As they say the number out loud, write what they

are saying in expanded form, i.e., 100, 20, 5.

 Tell students what you have written is called “Expanded Form.”

 Explain to students, they have been learning about place value and each digit in a number

has a value, which can be written in expanded form. Expanded form means we are taking

the value of a digit in a number and making it into an addition sentence. The value of

each digit added together makes up the whole number.

 Write the number 137 on the board. Model for students expanding the number, saying

the expanded form out loud as you expand the number. 100 + 30 +7 = 137. Repeat with

several different numbers.

 Model and explain the activity students will complete. Students will be grouped in

three’s and use construction paper headbands that represent the places of 1’s, 10’s and

100’s. Students will create numbers by pulling numbered squares from a plastic bag.

Each person represents a place value, depending on the headband they are wearing. They

will each take a turn drawing a number. The hundreds place will go first, then the ten’s

place person and last the one’s place person. As they draw the numbers, each person is

responsible for their place and writing their digit in expanded form. As each person takes

31
 a turn, they will complete an expanded form addition sentence and then write the whole

number. Students will switch headbands after several turns, so each person gets practice

with expanding each place.

 Ask students if they understand, or need clarification on the activity. Group students into

threes.

Step 3: Learner Participation (25 Minutes)

 Students will use their place value recording sheets to write their numbers in expanded

form.

 Teacher moves about the room and provides feedback to students if they have any

questions. If students are having trouble with the expanded form, give extra guidance by

having the students say the digit out loud, or have them use base-10 blocks to show the

number in expanded form.

Step 4: Assessment (15 Minutes)

 Students will be given a short quiz of 8 questions. Each question has a given three-digit

number where they will write the expanded form. Students will need to show the

expanded form correctly 6 out of the 8 numbers. See Appendix P.

Step 5: Follow-Through Activities (5 Minutes)

 Class Discussion Questions.

o Write this number on the board (102). Ask students what they do if there is a zero

in the 10’s place; how do they write this number in expanded form?

o Follow on with the question; if there are no hundreds in a number, do we add a

zero to the front of the number? Why?

32
 Lesson Plan #8 Title: Expanded, Standard Sort

Lesson Overview: Students will draw on their knowledge of the expanded form of a number

and be able to read a 3-digit number in expanded form and then match the expanded form to its

standard form.

Resources or Materials Needed

 Smartboard

 Construction Paper

 Scissors

 Glue

 Sort Cards (See Appendix Q)

 Google Chrome Books

 IXL Learning Website math practice – Links: https://www.ixl.com/math/grade-2/convert-

from-expanded-form-up-to-hundreds, https://www.ixl.com/math/grade-2/place-value-

models-up-to-hundreds

Performance Objective 8: Given 8 3-digit numbers in expanded form, students will write the

standard form of the number correctly 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Review with students the expanded form of a number. Ask students what does expanded

form mean.

 Call on a few students to come to the board to write the expanded form of a number given

by the teacher.

33
  Explain the goal of the lesson of taking the expanded form of a number and being able to

read the expanded form and take the number and write it in standard form.

Step 2: Content Presentation (10 Minutes)

 Write the number 275 on the board and next to it write “Standard Form.”

 Below the number write the number in expanded form, “2 hundreds + 7 tens + 5 ones,

and then write “Expanded Form” next to it.

 Explain to students that numbers can be written in several ways. Normally we only see

the standard form of a number, but in order to understand a numbers value, we also need

to understand the expanded form of a number which tells us the value of each digit and

with this knowledge it will help us with other math skills, such as money, addition and

subtraction with regrouping, and multiplication and so forth.

 Explain to students the activity they will be completing for this lesson.

 Students will be given a piece of construction paper and 10 sort cards. The sort cards

have the expanded form of a number written out and students will have to write the

standard form of the given expanded form. In addition, students will draw the base-10

blocks representation of each number.

 They will glue the cards on the construction paper and use a crayon to write the number,

and the base-10 blocks representation.

Step 3: Learner Participation (25 Minutes)

 Students will work independently completing the sort. Teacher will walk around the

room and provide assistance to students who need help.

Step 4: Assessment (15 Minutes)

34
  Students will use IXL Learning to practice place value skills. There is no grade taken for

this assessment. IXL Learning: Convert Expanded Form Up to Hundreds Link:

https://www.ixl.com/math/grade-2/convert-from-expanded-form-up-to-hundreds,

Place Value Models Up to Hundreds Link: https://www.ixl.com/math/grade-2/place-value-

models-up-to-hundreds (IXL Learning, 2018)

 Teacher will observe students and provide feedback to students who need additional

support, or give positive reinforcement feedback to students

Step 5: Follow-Through Activities (5 Minutes)

 Have students come to the carpet and ask students if they know of another way to write

numbers. Explain to students they will be required to write numbers in written form,

which is similar to expanded form, but they will use just words to write numbers.

Provide an example of the number on the board: One hundred sixty-four. Tell students

to take note there is no “and” in the number and when we say numbers, we don’t use the

word “and” when saying numbers.

 Ask students to share what their favorite activity was during the place value lessons and

why. Ask students if they have any questions they would like to ask about place value.

35
 References

Abcya.com. (2017). 2nd grade math games. Abcya.com. Retrieved from:

http://www.abcya.com/second_grade_computers.htm#numbers-cat

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th Ed.). New

York, NY: Upper Saddle River, NJ: Pearson. ISBN: 978-0-13-282485-9.

Ertmer, P. T. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing

critical features from an instructional design perspective. Performance improvement

quarterly, 6(4), 50–72.

Gagne, R. (1988) The events of instruction. In Principles of instructional design (185-204). San

Diego: Harcourt Brace College Publishers.

IXL Learning. (2018). Second grade math. IXLcom. Retrieved from:

https://www.ixl.com/math/grade-2

Mathman, (2017). Place value lesson 1st and 2nd grade math. TeacherTube.com. Retrieved

from:

http://www.teachertube.com/video/place-value-lesson-1st-and-2nd-grade-math-450542

36
 Appendix A

Pre-Test/Post-Test

Student Number: _____________________________________

Draw the base-10 blocks to represent the given number.

438 289

521 326

125

37
 Appendix A (Continued)

Ones, Tens, Hundreds

Read each number and name the place of the underlined digit.

Example: 432 hundreds place

1. 356 _______________________

2. 124 _______________________

3. 231 _______________________

4. 454 _______________________

5. 672 _______________________
Show the value of each digit in each number by writing the number
in expanded form.

1. 804 _______ +________ +_______

2. 920 _______ +________ +_______

3. 417 _______ +________ +_______

4. 98 _______ +________ +_______

5. 342 _______ +________ +_______

38
 Appendix A (Continued)

Write the standard form of the given number

1. 3 hundreds 2 tens 5 ones = ________________

2. 2 hundreds 4 tens 9 ones = ________________

3. 8 hundreds 7 tens 0 ones = ________________

4. 1 hundred 2 tens 6 ones = ________________

5. 5 hundreds 8 tens 4 ones = ________________

Compare the two numbers given using (<, >, =)

1. 126 ________ 162

2. 267 ________ 627

3. 421 ________ 412

4. 318 ________ 381

5. 865________ 856

39
 Appendix B

Place Value Mat

Hundreds Tens Ones

40
 Appendix C

EXIT TICKET

Draw Base-10 Block Representation of Each Number

528 795 143

41
 Appendix D

Base-10 Scoot Cards

1 2

3
456 4
331

5
124 6
303

7
216 8
206

9
543 10
228
600 501
42
11 12

13
229 14
267

15
103 16
375

17
98 18
412

19
251 20
700
45 193
43
 Appendix E

Base-10 Scoot Recording Sheet. Draw the number using base-10 blocks.

1 2

3 4

5 6

7 8

9 10

44
11 12

13 14

15 16

17 18

19 20

45
 Appendix F

Circle the Correct Digit in the Given Numbers

Example: Circle the digit in the tens’ place 132

1. Circle the digit in the ones’ place 579

2. Circle the digit in the hundreds’ place 216

3. Circle the digit in the tens’ place 445

4. Circle the digit in the ones’ place 198

5. Circle the digit in the hundreds place 324

6. Circle the digit in the tens’ place 603

7. Circle the digit in the ones’ place 937

8. Circle the digit in the ones’ place 754

Appendix G

46
Record the digits you pulled from the deck of cards, draw a
representation of the number using base-10 blocks and then
create the smallest number possible from those digits.

Record 3-digits Draw using base-10 Create the smallest

blocks number.

Appendix H

47
 EXIT TICKET

Create the Smallest Number Possible

372 714 265

Appendix I

48
Record the digits you rolled from the dice, draw a representation
of the number using base-10 blocks and then create largest
number possible from those digits.

Record 3-digits Draw using base-10 Create the largest

blocks number.

Appendix J

49
 EXIT TICKET

Create the Largest Number Possible

462 322 573

Appendix K

50
 Comparing Numbers Recording Sheet
Write your number in the first column. Write your partner’s number in the third
column. Compare the two numbers.

3 Digit Number Compare 3 Digit Number

<, >, or =

Appendix L

51
 EXIT TICKET

Compare the Numbers Using >, <, and =

241 ______ 817 435 ______ 217 109 ______ 931

Appendix M

52
Sample Place Value Headbands

Appendix N

53
 Numeral Squares

Copy on card stock and cut apart on the dotted lines.

0 1 2 3 4 5 6 7

8 9 0 1 2 3 4 5

6 7 8 9 0 1 2 3

4 5 6 7 8 9 0 1

2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7

8 9 0 1 2 3 4 5

6 7 8 9 0 1 2 3

4 5 6 7 8 9 0 1

2 3 4 5 6 7 8 9
Appendix O

54
Expanded Form Place Value Recording Sheet
Record the digits drawn, and then write the number in expanded form as an
addition sentence. For example: 152 = 100 + 50 + 2

Hundreds Tens Ones Expanded Form Addition Sentence

Appendix P

55
Show the value of each digit in each number by writing the number in
expanded form.

1. 736

_______ +________ +_______

2. 263

_______ +________ +_______

3. 518

_______ +________ +_______

4. 185

_______ +________ +_______

5. 360

_______ +________ +_______

6. 237

_______ +________ +_______

7. 186

_______ +________ +_______

8. 643

_______ +________ +_______

Appendix Q

56
Expanded Form Sort Cards
Copy and cut sort cards for each student

200 + 90 + 6 600 + 70 + 5

20 + 6 200 + 60 + 7

500 + 30 + 3 400 + 0 + 8

700 + 40 + 2 20 + 2

800 + 70 + 4 500 + 80 + 1

57