Millicent Atkins School of Education:

ELED 330 Common Lesson Plan Template

Teacher Candidate Name: Samantha Stethem
Grade Level: 2nd Grade
Subject: Math
Date: March 23, 2021

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
2.NBT.A.4. Compare, two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and <, symbols to record the results of comparisons.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
“Student’s will be able to…”
Students will be able to compare two three-digit numbers by using base 10 blocks, hundreds,
tens, and ones charts, and writing and filling out number sentences.
Describe how the objective is relevant to students’ lives.
Comparing three-digit numbers allows the students to think critically not only about the
numbers they are comparing, but also about the symbols and comparison words they are
using. Having number sense is so important for young math learners because it promotes
confidence and encourages flexible thinking, creating a foundation for future math and life
skills.
List the words relevant to the content area that you will either introduce and/or review
during your lesson
 Greater Than (>)
 Less Than (<)
 Equal To (=)
 Hundreds
 Tens
 Ones
List the materials you will need to teach the lesson.
 4 bags of base ten blocks per pair of students, each containing at least 200 blocks
 Comparing Three-Digit Numbers recording sheets 1 & 2, 1 copy per student
 Comparing Three-Digit Numbers recording sheet 3, 1 copy per student
 Comparing Three-Digit Numbers recording bucket sheet, 1 copy per student

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.
Pre-Assessment:
 Students will be asked to create two groups of three-digit numbers with their own
base 10 blocks and be able to compare whether they are greater than, less than, or
equal to each other.
Lesson Assessment:
  Students will be asked to complete page three in comparing three-digit numbers.
 Sheets will be assessed on:
o Numbers correctly in each box.
o Correct symbol used for each question.
Post-Assessment: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the
lesson.
 Student bucket responses will be evaluated using the answer key which will assess
their understanding of greater than, less than, and equal to three-digit numbers.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
 The teacher will model the lesson opening and guided practice using the document
camera and interactive whiteboard.
 Student responses at the conclusion of the independent practice will be shared using
the document camera and interactive whiteboard.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture, language,
etc. * Be sure that these accommodations are based on what you identified/described in
your contextual information (Task I).
Input
 Provide an example of a correctly solved problem
 Teach the meaning of key vocabulary words
Guided Practice
 Arrange students in groups for cooperative learning opportunities
 Teach in small chunks to allow students ample practice with one step at a time
 Color-code or highlight key words with the task
Independent Practice
 Allow the use of manipulatives to complete the extended pattern
 Reduce the number of items required to complete the pattern
Assessment
 Provide opportunities for students to dictate their work to a scribe or orally submit a
response

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
 Students will be utilizing hands-on manipulatives, working in cooperative groups,
moving around the room to analyze the work of others, working independently on
follow-up activities, and demonstrating mastery through a bucket comparing number
sheet.
 LESSON IMPLEMENTATION
“I Do”
(Teacher introduces lesson and models expected outcome of learning objectives)
 Describe how you will activate student interest and present the learning objective in
an engaging way (this is your lesson opening).
 Describe how you will communicate (to students) how the objective is relevant to
their lives.
 Describe what instructional strategies you will use to model/explain/demonstrate
the knowledge and skills required of the objective. (cite theories/theorists)
 Describe how you will check for students’ understanding before moving on to
guided practice.
Instructional Input
1. Introduce the task Comparing Three-Digit Numbers using base 10 blocks to students.
Model only the first problem and what each section of blocks represent, with the
comparing symbols.
a. Hundreds, Tens, Ones, <,>, and =.
2. Ask the students to build up problem two on page one and check with their partners
to see if they agree.
3. Have the students practice with you through page two. Only model putting the blocks
together and talking them through what each group is.

“We Do” (Teacher engages students in guided practice)

 Describe the learning activities you will use to provide students multiple
opportunities to practice the skills and content needed to meet the learning
objective(s).
 Describe how you will check for students’ understanding before moving on to
independent practice.
Guided Practice
1. In partners, students will fill in their charts for each group with the numbers provided
on page three.
a. Hundreds, Tens, and Ones.
2. Ask students to use their base 10 blocks to aid them in comparing the two numbers.
3. In partners and as a whole class, discuss the following questions:
a. What symbol would we use to compare a number that is greater than
another?
b. What if it is less than?
c. Or even equal to?
4. Have students check with their partners on their charts.

“You Do” (Students engage in independent practice)

 Describe what the students will do to independently practice the knowledge and
skills required by the lesson objectives? (this is the post-assessment)
 APPENDIX: Include a blank copy of your post-assessment.
Independent Practice
1. Introduce the Comparing Three-Digit Numbers buckets to the students.
 a. Model only one number for each bucket for the students.
2. Distribute page four to the students, with number cut out for them. Students will
work in partners to complete the sheet.
Lesson Closing
 Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
1. Show the class the completed version of the chart.
2. Pose this question for the students to discuss with their partners and with the class:
a. What is a number you can come up with that can be placed in bucket one?
b. Bucket two?

*ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
 Students’ progress from pre-to-post assessment. (if applicable)
 Factors that may have influenced the post assessment results.
 How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

*REFLECT
 List and describe two things you feel you did well to plan, implement, or assess
instruction (successes)
 List and describe two things you feel were challenges during the planning,
implementation and/or assessment of the lesson.
 List and describe two ideas for redesign you would make if you were to teach this
lesson again.
**Each image will be printed out as a full page for
each individual student**

Images from Games4Gains on TPT!

Students will cut out

the numbers provided
and glue them in the
correct buckets
(working on fine motor
skills, as well)!

Answer Key!