Ashley Donegan

EDU 434
Dr. Muzeta
Fall 2021
SIOP Lesson Plan
Grade 2 Level 1 Entering
Listening and Speaking
Mathematics: Place Value with Whole Numbers (understanding the
difference between one’s tens and hundreds)
Preparation:

Objectives:
Language: The second grade entering level one students will be able to apply their
knowledge of place value by using the key words and vocabulary given to them at
the beginning of the lesson while using math talk while also listening and receiving
that information from their peers during discussions and math talk.
Content: The second grade entering level one students will be able to tell if the
place value is in the ones, tens, and hundreds place through physical
demonstrations (base ten blocks), formative assessments (worksheet and
discussions with peers), and summative assessment (math quiz).

Standard - CC.2.1.2. B.1 Use place value concepts to represent amounts of tens
and ones and to compare three-digit numbers.

Materials:
 Base 10 blocks
 Ten frames
 Counters
 Pencils
 Notebooks
 Activity 2 Worksheet: See resources
 Quiz Worksheet: See resources
 Dice
 BINGO paint blotter/ highlighter
 A Place for Zero read aloud
o https://youtu.be/Z03Ogo1Rh7E
 Arrow cards

Lesson Time: 60 minutes

Other: Students’ desks will be set up in groups of three and four. These will be the
groups that will work together throughout the lesson.

Building Background:

Prerequisites: Before this lesson, students will have learned how to read, write,
and count to one hundred in English and in their home language. They will
understand basic addition and subtraction in the tens and one’s place. Students will
understand how to work with base ten blocks from use with them when grouping
and adding. Students will have done a vocabulary worksheet the day before as a
pretest for the lesson. They will also have experience using “math talk”. Students
will know how to read numbers up to 1,000.

Key Content and Vocabulary:

 One’s place: Represents one (1) of each number. Example- 275 the bolded
number represents the ones place. The 5 represents 5.
 Ten’s place: Represents ten (10) of each number. Example- 275 the bolded
number represents the tens place. The 7 represents 70.
 Hundred’s place: Represents one hundred (100) of each number. Example-
275 the bolded number represents the hundreds place. The 2 represents 200.
 Digit- any numeral from 0-9.
 More: a greater or additional amount
 Less: a smaller amount of; not as much
 Whole Number: a number without fractions or decimals; an integer
 Part: some but not all of something.
 Expanded Form: A number broken up into the amount each digit is
representative of. Example- 275 is 200+70+5
 Written Form: The number is written out into words. Example- 275- two
hundred seventy-five.
 Base Ten Form: The number is represented with base ten blocks or drawings
of the base ten blocks.
 Standard form: A number written as a whole. Example- 1275.

Comprehensible Input: (Building Background, Strategies, Application)

Language: During the lesson, the teacher will speak slowly and thoroughly with
intention. They will use lots of hand motions. The teacher will use physical objects
such as the base ten blocks and arrow cards during the mini lesson. The vocabulary
will be presented orally. The teacher will say each word, the students will repeat it.
The teacher will also have the list of vocabulary words written out for students to
read off the board. There will be multiple modes of presentation for the entirety of
the lesson. The students are welcome to participate in math talk in both English
and their home language, whichever they feel most comfortable using. They will
receive the content in English on this day though.

Content: The teacher will begin with the mini lesson. Beginning with a review of
the vocabulary that was given to them at the end of the lesson the day before. The
teacher will be creating an anchor chart to appease the visual learners in the class.
The vocabulary will be presented orally. The teacher will say each word, the
students will repeat it. The teacher will also have the list of vocabulary words
written out for students to read off the board. Next, the teacher will transition and
allow the students to play with the base ten blocks and discuss with one another
using math talk (prerequisites). The students will begin the activity using the base
ten blocks to represent groups of one’s tens and hundreds discussing the
differences amongst themselves.
Students will be asked to have discussions multiple times throughout the lesson
utilizing the key vocabulary discussed at the beginning of the lesson and using
math talk. They will discuss during “turn and talk” time. They will discuss what
they already knew about place value and what they found to be different from what
they thought they knew. They will discuss using whatever language the feel most
comfortable with but doing their best to use the key vocabulary words in English.
The teacher will use an online translator if need be.

Activity 1 (15 minutes): Experimenting with base ten blocks and arrow cards
Each group will be given both base ten blocks and arrow cards. The teacher will
prompt them to come up with a few questions they have for the lesson. The
students should begin to wonder about the blocks. They will be experimenting with
base ten blocks, students will use their math talk. They will prompt one another to
wonder things about place value and the correlation with the base ten blocks. The
teacher will circulate ensuring students understood the directions clearly.

Activity 2: The Place Value Path Game (20 minutes)

See resources for game template (from Pinterest)
Game Directions: Students will start anywhere on the board. Student will roll the
dice. The number the dice shows, is the number of spaces the student moves. The
spaces are filled with pictures of base ten blocks. The student should then fill in the
space on the BINGO board where they see that number. The students will be able
to use base ten blocks to physically see what is being represented on the paper.
They will also be able to talk through the game with their group at their table. The
game should be demonstrated on the document camera in front of the class before
they begin so they have a strong understanding of the directions. Directions will be
written clearly in a step-by-step manner (1. X 2. Y 3. Z).

Strategies: (Application, Key Vocabulary)

Students will work in groups of 3/4 to complete all the activities (application/
practice section). Students will be asked to have discussions multiple times
throughout the lesson utilizing the key vocabulary discussed at the beginning of the
lesson and using math talk. They will discuss during “turn and talk” time. They
will discuss what they already knew about place value and what they found to be
different from what they thought they knew. They will discuss using whatever
language the feel most comfortable with but doing their best to use the key
vocabulary words in English. The teacher will use an online translator if need be.
Activity 1 (15 minutes): Experimenting with base ten blocks and arrow cards
Each group will be given both base ten blocks and arrow cards. The teacher will
prompt them to come up with a few questions they have for the lesson. The
students should begin to wonder about the blocks. During the first activity:
experimenting with base ten blocks, students will use their math talk. They will
prompt one another to wonder things about place value and the correlation with the
base ten blocks.
Activity 2: The Place Value Path Game (20 minutes)
See resources for game template (from Pinterest)
Game Directions: Students will start anywhere on the board. Student will roll the
dice. The number the dice shows, is the number of spaces the student moves. The
spaces are filled with pictures of base ten blocks. The student should then fill in the
space on the BINGO board where they see that number. The students will be able
to use base ten blocks to physically see what is being represented on the paper.
They will also be able to talk through the game with their group at their table. The
game should be demonstrated on the document camera in front of the class before
they begin so they have a strong understanding of the directions. Directions will be
written clearly in a step-by-step manner (1. X 2. Y 3. Z).

Application:

Mini lesson: Anchor chart (20 minutes)

The students will sit on the carpet in circle during the mini lesson. The teacher will
begin to fill out the anchor chart explaining place value. The students and teacher
will discuss out loud coming up with a definition that makes sense to the whole
class. The teacher will fill that definition into the anchor chart.
Students will be paired up in small groups (3 or 4 students per group).

Vocabulary to be included on anchor chart:

 One’s place: Represents one (1) of each number. Example- 275 the bolded
number represents the ones place. The 5 represents 5.
 Ten’s place: Represents ten (10) of each number. Example- 275 the bolded
number represents the tens place. The 7 represents 70.
 Hundred’s place: Represents one hundred (100) of each number. Example-
275 the bolded number represents the hundreds place. The 2 represents 200.
 Digit- any numeral from 0-9.
 More: a greater or additional amount
 Less: a smaller amount of; not as much
 Whole Number: a number without fractions or decimals; an integer
 Part: some but not all of something.
 Expanded Form: A number broken up into the amount each digit is
representative of. Example- 275 is 200+70+5
 Written Form: The number is written out into words. Example- 275- two
hundred seventy-five.
 Base Ten Form: The number is represented with base ten blocks or drawings
of the base ten blocks.
 Standard form: A number written as a whole. Example- 1275.

Activity 1 (15 minutes): Experimenting with base ten blocks and arrow cards
Each group will be given both base ten blocks and arrow cards. The teacher will
prompt them to come up with a few questions they have for the lesson. The
students should begin to wonder about the blocks.
Materials: Pass out a bin of base ten blocks to every table. There is enough in each
bin for the groups to share during this process. There are also arrow cards to pass
out to each individual student.

The students will be discussing with each other in a “thinking out loud” manner
using math talk. They will use their learned vocabulary words while they “wonder”
out loud.

Activity 2: The Place Value Path Game (20 minutes)

See resources for game template (from Pinterest)
Game Directions: Students will start anywhere on the board. Student will roll the
dice. The number the dice shows, is the number of spaces the student moves. The
spaces are filled with pictures of base ten blocks. The student should then fill in the
space on the BINGO board where they see that number.
Materials: Pass out the game sheets and paint blotters to every student. Every
group should get one dice. The students will take turns using the dice.

Students will talk to one another about the things that they notice and bounce
different ideas off each other. If one of their peers is struggling the will work as a
group to work through that problem using their math talk to explain it to one
another.

Formative Assessment: Activities 1 and 2 Anecdotal Notes

During the activities the teacher will circulate the room and take observational
notes. They will be aware of each of the students and keep a checklist as they
observe milestones that students are taking. The students who are obviously
struggling can be pulled aside for interventions the following day to assist them
with the baseline information before continuing further.

Summative Assessment: Quiz- See resources

The quiz will be presented to students one on one with the teacher. They will sit
down meeting style and the teacher will orally read out loud the directions and
numbers for each problem. The student will orally respond before writing down
their answer. This way the teacher can assess their listening and speaking abilities
in comparison to their content abilities.

Lesson Delivery: (Strategies, Application, and Assessment)

Mini Lesson: The teacher will begin the lesson by asking the students to move
from their groups at their desks to the carpet and sit in a circle. As a class they will
review the vocabulary they worked on the previous day in a pretest style. The
teacher will present the accurate definitions and resources they need for a clear
understanding of all the key vocabulary and content words. As they are working
through this, the teacher will be filling out an anchor chart (see resources). The
teacher will then transition into the first activity.
Activity One: The teacher will pass out the appropriate materials (base ten blocks
and arrow cards) to each group of students and say “I want you to think about what
we just discussed during our lesson and apply that to the blocks in front of you.
What do you wonder about the materials I gave you?” The students will begin with
their math talk while the teacher circulates the room directing student
conversations and taking anecdotal notes for observation and formative assessment
purposes.
Once the students are done thinking about their blocks and having short
discussions with one another and the teacher, they will move on to the second
activity.
Activity Two: The teacher will introduce this activity as a game as they pass out
the game sheets and paint blotters to every student. Every group should get one
dice. The students will take turns using the dice. The teacher will then explain the
directions to the students, “Students will start anywhere on the board. Student will
roll the dice. The number the dice shows, is the number of spaces the student
moves. The spaces are filled with pictures of base ten blocks. The student should
then fill in the space on the BINGO board where they see that number.” The
teacher will demonstrate a few problems on the document camera for the whole
group to see before they begin. Again, the teacher will circulate the room directing
student conversation and answering any questions the students may have. They
will also continue taking anecdotal notes for observation and formative assessment
purposes.
Assessment: Finally, the teacher will pass out the quiz, explaining to the students
that again it is not a test to be worried about, it is just to let them know what more
instruction will be needed for the remainder of the week during mathematics
instruction. The teacher will answer any possible questions the student may have
during the assessment.
Closure: The teacher will wrap up the lesson by talking to the students and
explaining the material that they will need for the following day when they begin
working more with expanded form. The teacher will talk about what the students
think the words expanded form means and let them think more about it overnight
for a short discussion before the lesson the next day.

Students needing extra support: these students will be included in groups with
students of all levels. They will be able to hear ideas from their peers who may
have a different understanding from themselves this way. The teacher will also
check in with these students every 5 minutes to ensure they are staying on track
and comprehending the materials provided to them.

Advanced students: students with advanced abilities will also be included in

groups with students of all levels. They will be encouraged to work on the same
materials as the other students, while taking on leadership roles. These students
will NOT receive extra assignments but rather will receive assignments with
materials that are differentiated to fit their specific abilities. Example: They will
have to work through ones- thousands place instead of hundreds therefore
extending the vocabulary and the content.

Review/ Assessment:
Formative Assessment: Activities 1 and 2 Anecdotal Notes
During the activities the teacher will circulate the room and take observational
notes. They will be aware of each of the students and keep a checklist as they
observe milestones that students are taking. The students who are obviously
struggling can be pulled aside for interventions the following day to assist them
with the baseline information before continuing further.
Summative Assessment: Quiz- See resources
The quiz will be presented to students one on one with the teacher. They will sit
down meeting style and the teacher will orally read out loud the directions and
numbers for each problem. The student will orally respond before writing down
their answer. This way the teacher can assess their listening and speaking abilities
in comparison to their content abilities.

Resources:
Definitions are from Oxford Languages

Anchor Chart: (Pinterest)

Activity 2 Game: (Pinterest)
Assessment: Quiz (Pinterest)