Introduction

Student Name Brittnay Gendreau

School Name Tradewinds Elementary School
Grade Level(s) 2nd Grade
Class Size 18 students
Subject Area(s) Mathematics
Lesson Plan Title Hundreds, and Tens, and Ones! Oh, My!
Time Frame 1 hour
CT’s Name Dr. Robin Behrman
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and
Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)
18 Students
• 10 girls
• 8 boys

ESE
• 2 (SLD)

ESOL
• 4 (1 Entering, 1 Developing, 2 Expanding)

Florida Standards and/or Next Generation Sunshine State Standards

(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
MAFS.2.NBT.1.1 Understand place value (Major Cluster)

WIDA Standards (visit WIDA_booklet_2012 Standards_web.pdf)

ELP Standard 2 – English language learners commutate information, ideas, and
the language of concepts necessary for academic success in the content area of
Mathematics mathematics.

Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)

Students will be able to demonstrate that the three digits of a three-digit number represent
amounts of hundreds, ten, and ones.

At the end of the lesson 85% of students will be able to identify numbers (ones, tens,
hundreds) using a number placement chart.

Instructional Materials and Technology (List everything needed in order to implement

this lesson.)
• Base 10 blocks (pre-made by students)
• Paper and pencils
• 3 cups and 27 sticks (labeled) per pair of students
 • Game directions (1 per pair of students)
• Recording Sheets (at least 2 per pair of students)
• Independent Practice Lions, Tigers, and Bears (1 per student)
• Summative assessment (printed, 1 per student)

Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)
Teacher will help students create base 10 manipulative blocks in class by gluing jellybeans
to popsicle sticks.

Teacher will go over the value of the jellybeans and discuss the best way to represent
ones, tens, and hundreds using the manipulative blocks.

Direct Instruction (Describe how will you present the concept/skill to students.)

The teacher will start the lesson by writing the number 100 on the board. Teacher will point
to the zero in the ones column and ask the students what the digit represents. She will then
continue by asking about the tens and hundreds column.

Teacher will draw a flat 100 base 10 blocks on the board and ask the students what
number it represents.

Teacher will ask the students to come to the board and ask their peers to display numbers.
For example. Student 1 will approach the board and ask his/her classmates to display 25.
Students will display the correct amount of manipulative on their desks. The student will
select a peer who is displaying the correct amount to continue the educational game.
Students will be asked to verbally answer questions about the place value of each digit.

Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to
reinforce concepts presented during direct instruction.)

Teacher will split the student into teams and go over the directions of the game titled
“Ones, Tens, Hundreds, oh my! “. Teacher will play a sample game and then allow the
students to play at least 2-3 rounds with their partner.

The game will consist of student A pulling a number from a cup in the hundreds, tens, and
ones column. The student will then answer a series of questions on a recording sheet
based on the number they have selected. Student A will evaluate Student A’s answers and
determine if they are correct. If they are then student B will take his/her turn. If the answers
are incorrect student B will explain what is incorrect and assist student A in correcting the
answers.
Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)

Teacher will ask guiding questions to determine what knowledge the students have gained
in this lesson. If the students need more re-enforcement, the teacher can use objects that
the students like (such as toy cars or animals) as real-life examples.

Evaluation and Monitoring

Accommodations and/or Modifications (Describe how you will accommodate students with special needs.)

• Use of the hundreds chart

• Teacher can have students work in pairs or in collaborative groups
• Teacher can provide examples and definitions to guide the student

ELL Strategies (List specific strategies you will use to support ELLs.)

• Teacher can group the ELL students with English speaking students for guidance.
• Teacher will use visual cues to assist ELL students
• Teacher will allow the use of a dictionary for ELL students.

Differentiated Instruction (Describe how you will tailor instruction to meet individual student needs.)

Teacher will provide differentiated instruction by allowing student to work directly with her
and completing the lesson together. Teacher will also allow students to ask each other
questions and assist their classmates when needed.

21st Century Competencies (Describe how students will demonstrate 21st century competencies throughout the lesson.)
Integration of Literacy (Describe how you will integrate reading, writing, and oral language skills in the lesson.)
Reading: Writing: Oral Language:
Students will use reading skills while Students will use writing sills when Students will use language skills while
reading the directions on the “Ones, Tens, answering the questions on the “Ones, communicating with the teacher and peers
Hundreds, Oh my” worksheet. Tens, Hundreds, Oh my” worksheet. during this lesson.

Assessment (Describe how you will assess student attainment of the lesson objectives.)
Formative: Summative:
Teacher will walk around the classroom and ask Teacher will draft a five-question assignment to assess
the students to demonstrate a number using the student’s knowledge after the lesson.
base ten blocks. If the student has questions or is
not grasping the subject the teacher will guide
the student using examples and by re-teaching.
Extension (Describe how you will re-teach, remediate, and enrich after lesson implementation.)
Re-Teach: Remediate: Enrichment:
Teacher will ask students to count to 100 Teacher will use small groups and Teacher will allow students to practice the
by one and tens. Teacher will then ask separate the students by who is in need subject material with their classmates and peers
the student to display numbers using of remediation and giving the others an for extra practice.
base ten blocks. opportunity for extra practice individually.
Reflection (Evaluate student learning outcomes and reflect upon your experiences. How would you modify this lesson?)