SecondistheBest

Name:Mrs.Taitague,MissSaralu,MissGomez,MissAlquero
Title of Unit:

Lesson Title:

Base Tens

Hundreds, Tens, and Ones

Duration
of Lesson
(Days):
1 week

Date:

August 31
September 04
Design Question Focus of the Lesson (elements from other DQs may be used as support)
Introducing New
Deepening or
Generating and
Knowledge
Practicing
Testing
Hypotheses
Learning Goal/ Objective: (based on Standards)
2.NBT.A.1 - I can understand and use hundreds, tens, and ones.
Learning Targets: (write in the scale below)
2.0 Simpler Content:
3.0 Target
Students will be able to
complete worksheet and
activity with 70% accuracy.

4.0 More Complex:

Students will be able to

Students will be able to
complete worksheet and
complete worksheet and
activity with 8090%
activity with 100% accuracy.
accuracy.
Assessment and Monitoring: (checks for content and desired effect)
Formal Assessment: Teacher will make observations and anecdotal notes as groups
work with base ten representations (paper, blocks, magnets, etc.)
Summative Assessment: Teacher will grade worksheets to check for understanding.
Formal Assessment: Teacher will check understanding by having student elicit
answers during group activities: How many ones does this number have? How many
tens? How many hundreds? What is the standard number for this set of base tens?
What is the expanded form?
Critical Information Chunks (as determined by learning targets)
Base tens, place value, ones, tens, hundreds
Sequence: Instructional Strategies /Lesson Activity:
AInstructionalStrategies
o Studentswilldodailymathforthefirst510minutesofeverymathperiod.
(Questionsconsistofskillsfrompreviouslessons.)
o Studentswillengageinaplacevaluemathsong.(https://www.youtube.com/watch?
v=5W47G-h7myY)
o Students will use magnetized base tens to show different numbers on the board.
(Teacher begins with just ones, and then adds tens, and finally hundreds).
o Students will dictate the standard form of base ten blocks/magnets represented by
the teacher.
o Students will demonstrate breaking apart or expanded form of three-digit
numbers on the board.
Lesson/Activity

SecondistheBest
Name:Mrs.Taitague,MissSaralu,MissGomez,MissAlquero
o Students will work in groups to create base tens (ones, tens, and hundreds) using
construction paper. Students will use base tens to represent three-digit numbers
dictated by the teacher.
o Students will partake in a Scoot activity working with partners. Different
problems will be presented on every other desk. Problems include: Write the
standard form of these base tens, draw the base tens for this number, and write the
expanded form of this number. Teams work together collaboratively and answer in
their notebooks before moving on the next question/before scooting.
Application
o Students complete teacher-made worksheet on base ten blocks and three-digit
numbers.
o Students create a graphic organizer to represent standard form, base tens, and
expanded form of different numbers.
Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who
lack support for school)
- Speak loudly and concise
- Allow for extra time if needed
- Repeat instructions
- Preferential seating
Assignment(s):
Teacher-made worksheets
Math resource worksheets
Resources and Materials:
Base ten blocks/magnets
Projector
Speakers
Notebooks
Pencils
Crayons
Xerox paper
Construction paper
Markers