Name: Summer Willig Grade/Subject: 2nd Grade Math Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

111.4 2(B) use standard, word, and expanded forms to represent numbers up to 1,200

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Student will know how to use: standard, word, expanded forms to represent numbers up to 1,200
Students be able to comprehend numbers up to 1,200
Students will comprehend how to represent numbers in standard, word, and expanded forms

3. SMART By the end of the lesson, when given a number up to 1,200 students should be able to represent the
Objective(s): (C3) number in standard, word, and expanded form.

Essential Question:
How do we represent numbers in multiple ways?

4. Central Focus This lesson will help to model how to do add or subtract numbers when in expanded form/with blocks
(C4) This lesson will help students understand numbers better and how to discuss them in different ways.
How will this lesson link
with other lessons in the
unit?

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the
content area in
meaningful ways.
I can model numbers in standard, word, and expanded forms.
I can understand numbers up to 1,200.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Write the different representations of numbers
Compare how the representations of numbers differ
Interpret which form of the number is displayed
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Standard form of numbers
Word form of numbers
Expanded form of numbers

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Students will give each other a number to represent, during this pair and share students can use white
boards
The students will be provided with worksheets to help walk them through the lesson and will illustrate the
sections

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
A graphic organizer and chart will be used to display how to write the numbers in the three
different forms
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1.
understand, use, and A version of word games – the students will be shown a depiction of a number and have to choose which
practice the concepts and form it is (standard, word, expanded)
language they need to 2.
learn within the A version of a word wall – students will have the three forms listed on the wall and have to put
discipline the versions of the numbers underneath the corresponding form

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write:
Draw and write examples of each form in a t-chart style (three sections instead of two sections)
-Talk:
Be able to use the proper lesson specific vocabulary when discussing the lesson and be able to
verbally explain (roughly) how to write/draw each representation

Syntax - (GO TO Page)

1. A graphic organizer “introducing” a number to the students in a version of a who am I?
Have pictures of each of the representation form and introduce the student to that number
Make sure to have one or two silly or fun facts about the number (i.e. the number likes pizza)
2. A chart that is show via a project in class and will model the to the students how to depict
each number and show them visually how to write the representation form words
Making Content Comprehensible (R9)
Making sure each resource I use is neat and clearly legible. Be consistent when writing about how to do
expanded form representation because if it is shown multiple ways the content would lose some
comprehension.
7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative:
Assessment(s) must be Students will have to represent a number in: standard, word, and expanded forms based
aligned to the TEKS, off of a number provided on the whiteboard, Students will them compare and grade a
and objectives. partners paper.

Summative:
Students will be tested via a creative portfolio that they will make about their favorite
number. In this portfolio, the students will creatively depict the number in all three
representation forms with either drawings or printed out pictures.

Assessment of your language demands:

Formative:
The students will turn in the partner graded paper. A level of student understanding can
be gleamed from how the students do on these papers.

Summative:
This assessment will be graded on neatness and level of comprehension of the topic.
8. Hook (C7) Hook activity (make connections to prior learning)
The “Who am I?” graphic organizer that introduces students to a number and how to represent
them in different forms but also to fun facts about the number like 856 like pizza and playing
Closure (C7) outside on the trampoline. Helps to engage students and can be helpful to include how to make a
graphic organizer and say numbers out loud.

Closure Activity: (make connections to prior learning)

Student Assets (C7) An exit ticket in which to leave the classroom the students must write a three digit number in all
three forms.

Personal assets: As an entry ticket or morning circle time topic ask the students to have their
parents tell them about how they learned about numbers. Then facilitate a discussion about how
their parents learned about numbers and math just like they are doing in class.
Cultural assets: Have a video about how students in different countries learn about numbers in
different ways than they did.
Community assets: Street signs that depict number in two forms usually (word or standard)
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) I will show you the three different representation forms on the screen.
(C9) I will model how to write all three representation forms on the whiteboard.

Be sure to include: WE DO –
How will students learn We will talk about different representation forms of numbers.
and use academic We will write the numbers in three different forms.
language?
YOU DO –
You will learn how to display numbers in three different representation forms.
Three higher order You will take home the worksheet provided and show/write how each number would be written
thinking questions. in all three representation forms.
You will make the worksheet neat and draw the expanded form with the color or colors of your
choosing in crayons or colored pencils only.
Marzano Strategy
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity:

KWL chart for the students to help better use vocab and learn how to piece certain
language concepts together when it comes to math specifically
o Gifted / advanced learners:
Homogenous grouping to help these students work together on a more in-depth project about the
lesson
Technology: -(GO TO page)
The app Sketchbook Illustrating would be a valuable resource in this lesson because the students
would be able to work on their writing skills while also learning how to display the numbers in
the three different representation forms
Marzano Strategy - (GO TO page)
Similarities/Differences strategies: classifying the different representations and examples in to like groups
Four corners game and allow the students to write the correct representation on a whiteboard
Higher Order Thinking Questions (GO TO page)
1. How would you use the different representation models when writing a story?
2. What representation form do you see when out and about?
3. Who would use each representation form in their job to explain things (doctor, author,
scientist)?

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
Grouping / Partnering Technique: (Hattie)
Allow for two groupings of pair and share during the lesson:
One with a friend to help draw excitement and engagement
One with a different classmate in order to help facilitate student relationships to form outside of the usual
groupings
Potential misconceptions and your plan to address it:
That word form is the standard form of a number, In language arts, when the students are
reading books often the numbers are used in word form and students might be confused about
what is “normal” when writing numbers. This can be addressed by explaining that numbers
when used in math are not spelled out, like in word representation, but are just the number (i.e.
standard form)
(How might you differentiate materials and resources for learners with various needs?)
A board that says all three representation forms and magnetic numbers depicted in all forms
Worksheets
Access to the app Sketchbook Illustrating and devices that the students can use this app on
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1) A call and response with the students :”students,students,student” they reply “teacher,
teacher, teacher”
2) Levels of noise: 1-4 (1 is silent [for walking in the hall and listening to instructions], 4 is
yelling [for recess])
3) What to do if a students feels they need an emotional/mental break [the cool down corner
that has tactic objects to help them emotionally regulate]
Accommodation(s)- (A change that helps a student overcome or work around obstacles ):
1. Allowing additional time for the portfolio project at the end of this unit
2. Allowing students to have outlines for the lesson and use fill in notes
3. Allowing for another peer to assist with note taking on the lesson
Modification(s)- (A change in what is being taught or what is expected from the student):
1. The final portfolio project will be graded on a pass/fail system
2. The exit tickets would be on a completion basis
3. Having the range of numbers understood down from 1,200 to 500
Strategies for ELLs (strategies that support language acquisition)
1. Go back over lesson specific vocabulary during each class, use the word wall
2. Have students practice writing the vocabulary words associated with the lesson out and
handwrite the activities on paper instead of white boards, provide t-chart outlines
3. Allow for additional time when writing the exit tickets
4. Implement extra formative assessments that mostly include multiple choice questions

5. Have pair and share times for the students to get in groups and talk through the
different forms of representation