Lesson Plan Template

Name: Renée Pesheck Date: 10/16/10 Cohort: 13b

Topic/Grade Level: 2nd Grade, Every Day Math, 3.1 Numeration and Place Value

Key Concepts and Skills: Count by 1s, 10s, and 100s with base 10 blocks. Explore place-value
concepts with base-10 blocks; read and write 2- and 3-digit numbers. Build numbers with base-10 blocks
in preparation for modeling addition strategies.

Context:

Content Objectives/Assessment
Standards or
GLCEs (state or
district
N.ME.02.05 Express Students will be able to: Student will:
numbers through 999
• Represent 2 and 3 digit numbers
using place value, e.g.,
137 is 1 hundred, 3 • Review place value in 2-digit and with place value mat and number
tens, and 7 ones; use 3-digit numbers. cards, base-10 blocks, and
concrete materials. calculator.

Teacher will:
• Move around classroom to observe
student responses.
• Use worksheet 3.1 to evaluate
student learning after next lesson.
• After assessment, teacher will re-
teach concepts at a math center
using base-10 blocks.
Duration: 45 minutes

Vocabulary: Base-10 number system

Materials:
• My Reference Book
• Place Value Mat – 1 per student
• Place Value Mat transparency
• Teaching Aid Master p. 427
• Base-10 block bins – 1 per pair
• Number sheet -1 per student

Time/Task Instructional Moves _______________________Considerations

Reveal Math Message on the board:
Opening 52=__(5)__tens and ___(2)__ones
25=___(2)__tens and ___(5)___ones
Briefly discuss student’s responses. Ask
students to explain how they decided which
digit names the tens and which digit names
the ones. These numbers will be revealed later
in the lesson.

Explain that in today’s lesson we will use base-

10 blocks to create numbers. I will use them
first to display numbers and then they will get
 to use them at their desks later.

Exploring a Hold up a cube, a long, and a flat. Say: These

Simple Way to are called base-10 blocks. Hold up a cube.
Draw Base-10 Say: This is a base-10 cube. It represents one.
Blocks Then hold up a long and say: This is a long. It
represents ten. Ask children why they think a
long represents ten. (Because it is made up of
10 cubes.) Last, hold up a flat and say: This is
a flat. It represents one hundred. Because it
is made up of 100 cubes. Display the blocks
on the overhead projector.

Explain to students that our system for writing

numbers is called the base-10 system, because
it is based on grouping things by tens. Explain
that base-10 blocks are useful for
understanding numbers and solving problems.

Show students the square, line, and dot as a

quick and easy way to draw base-10 blocks.
Explain that drawing pictures may be more
convenient than using the actual blocks, and
pictures are often useful for explaining and
recording solutions.

Read about base-10 blocks on page 11 of My

Reference Book.
On overhead, display 3 flats, 5 longs, and 2 Have paper passers pass out Place-Value
Mathching cubes on the Place Value Transparency Mat. Mat and Number sheet to each student.
Numbers and Ask children to show the number 352 by Explain cutting out numbers.
Displays of putting the card for 3 in the hundreds place,
Base-10 the 5 in the tens place and the card for 2 in the
Blocks ones place. Ask:
• How many hundreds are in this number?
(3)
• How many tens? (5)
• How many ones? (2)
Then ask children to read the number in
unison. (Three hundred fifty-two). Call on students with sticks for answers.
Circulate while doing this activity to see
Display the place-value blocks at random student work. While circulating maintain
without the mat. By doing this, children will checking with 2 focus students.
have to sort the blocks mentally into ones,
tens, and hundreds. Repeat with 475, 26, 231,
52, and 25. Ask students to explain what the
digits 5 and 2 mean in the last two example
numbers.
Circulate to see what students are putting
Now use zero in the tens or ones place. Show on their mat.
402, 320, 103. Point out that the zero must be
included or the number changes when not
using the mat.

Write 34 and 304 on the board and ask which

number matches the base-10 blocks. (Put
down 3 flats and 4 cubes). Ask which number Have students pass out base-10 block
in the number 304 shows that there are no bins, and have students get out
longs (0). calculators.
 Switch things around so that students use
base-10 blocks, number cards, and calculator
displays.
• Have students show the number 508
with base-10 blocks. (5 flats, 8 cubes)
• Use cards to show the number with 4 in
the ones place, 0 in the tens place, and 8
in the hundreds place. (408)
• Use calculator to show the number seven
hundred eight (708).
• Show the number 567 with base 10
blocks. What number is in the ones
place? What number is in the tens
place? What number is in the hundreds Warn students that it is almost time to be
place? finished, “we’ll do 2 more numbers…, this
is our last number…”
• Open time. Call on 1 student to state a
number, and another student to say if
class will show it in number card,
calculator, or base-10 blocks.

Closing Higher level thinking:

“Why would we want to use the base 10
 blocks? How do they help us? What other
ways do we count by 10’s?”

“We need to get ready for art. Please make

sure that you have all of your base-10 blocks in
the bin for our paper passers to collect. You
need to have your reference book back in your
desk. When I see that your table group is
ready I will release you to get in line for art.”

Create as many boxes as you need

Reflecting on students’ learning

Did your students accomplish the goals and objectives you determined for them? How do you know?
I was delighted with the way this lesson went. I was able to walk around to assess how the students were
doing with the activities and I was able to see that every student was able to make 2 and 3 digit numbers
with both their number cards and the base-10 blocks. Even the focus students that I was concerned might
struggle with the lesson did very well.

How did your instructional moves help students make progress toward the lesson goals and objectives?
What instructional and/or management moves would you repeat? What would you change? Why?
I was very purposeful about the way that I lead students through this activity by starting with more simple
numbers for them to create and getting progressively more challenging. I allowed students to ask
questions and I circulated around the room so that I could see how the students were fairing. One change
that I would make would be to use a microphone while teaching so that I could be heard better and could
save my voice a bit more.
How will you use what you learned to inform your teaching? What next steps will you take?
I learned that with Every Day Math, the subjects are taught over and over again. This does make the
teaching a bit more relaxed. The students have seen these concepts in first grade and will see them again
later this year. This lesson was extremely fun to teach. The students enjoyed it and I was able to be
relaxed and in the moment with them. I want to teach as much math as I can so that I am comfortable
with the curriculum set up and materials.