USF Elementary Education Lesson Plan Template (S 2014)

Name: Mrs. Suarez________

Grade Level Being
Subject/Content:
Group
Taught: 2
Math: Place Value
Size:19
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?

a
b

Date of Lesson:
9/22/16

Lesson Content
Understand place value
MAFS.2.NBT.1.1 Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand the following as special cases:
100 can be thought of as a bundle of ten tens called a hundred.
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Objective- Given crackers (hundredths), pretzels sticks(tens) and mini marshmallows

(ones) the students will be able to build three digit numbers and understand how the
value of a digit changes depending upon its place within a number with no mistakes.

Evaluation Plan
Formative- Using white boards, students will write the correct number represented in the

USF Elementary Education Lesson Plan Template (S 2014)

Name: Mrs. Suarez________
Grade Level Being
Subject/Content:
Group
Taught: 2
Math: Place Value
Size:19
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

modeled picture shown on the overhead (Tools- Base-Ten Blocks- virtual online
manipulative).
Summative- Students will complete Connections page 94 Students will also write
numbers 1-3 depending on their level of understanding 1-being I dont understand, 2being I kind of understand but need more practice, or 3-being I understand completely
and I am ready to move on. Will be collected on or the next day for evaluation.

Time
Estimat
e

3min
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?

Date of Lesson:
9/22/16

Who is
responsibl
e
(Teacher
or
Students)
?
Teacher

12min
Students/
Teacher
1min

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Prepare the laptop with the online Base-Ten Blocks- virtual online
manipulative.
Go over the objectives. Present Essential Question. How can you
use tens to make hundreds?
Students will grab a white board and marker. Teacher will present a
number using manipulatives of base-ten blocks etc. Students will
write down the number that is being represented. On the teachers
call students will put their white boards up for q quick assessment
and then go over the answer.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Mrs. Suarez________
Grade Level Being
Subject/Content:
Group
Taught: 2
Math: Place Value
Size:19
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Date of Lesson:
9/22/16

Teacher
10min
Teacher/S
tudents

Put boards and markers away. Pass out goody bags representing
the manipulatives students will be using. Pass out place value
mats. (Remind the students that they are not to eat until told to do
so preferably eat them at the end of lesson.)

Teacher

Teacher will write a number on the bored and students will

represent it using the edible manipulatives. Teacher will walk
around and see/assess students response.

Students

Pass out Connections Worksheet pg 94.

15min

Will complete worksheet. Students that still struggle will work with
partners/teacher. If students are not finished they will take it home
for homework. Students will also write numbers 1-3 depending on
their level of understanding 1-being I dont understand, 2-being I
kind of understand but need more practice The day of or the
following day worksheets will be collected for evaluation. While
students are working they may eat their goodies or save them for
home.
Materials:
Goody Bag containing crackers, pretzel sticks, and marshmallows.
Place Value Mats- Glue, scissors to put them together
White Boards
Markers
Lap Top (Teacher use for online source)
Connections Worksheet pg 94
Pencil

USF Elementary Education Lesson Plan Template (S 2014)

Name: Mrs. Suarez________
Grade Level Being
Subject/Content:
Group
Taught: 2
Math: Place Value
Size:19
Meeting your students
needs as people and as
learners

Date of Lesson:
9/22/16

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Not applicable.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Differentiation- For the low learners, the teacher will read the questions/directions of the
worksheet pg. 94. Students will also be allowed to work with shoulder buddy if needed.

Cognitive Theory
Cognitive theories of psychology are focused on internal states, such as motivation,
problem solving, decision-making, thinking, and attention.
Characteristics of the Concrete Operational Stage
The concrete operational stage begins around age seven and continues until
approximately age eleven. During this time, children gain a better understanding of
mental operations. Children begin thinking logically about concrete events, but have
difficulty understanding abstract or hypothetical concepts.
http://psychology.about.com/od/piagetstheory/p/concreteop.htm