Lesson Plan MAED 3224 

Subject: 2nd Grade Math  Central Focus: ​ ​Comparing Numbers using Place Value
 
Common Core Objective: 2.NBT.5 Fluently add and  Date taught: 3/21/18 
subtract within 100 using strategies based on place 
value, properties of operations, and/or the 
relationship between addition and subtraction 
Daily Lesson Objective: 
Performance- Students will be able to use place-value patterns to mentally count by 1s and 10s from 
a given number.  
  
Conditions- Students will perform a “Solve and Share” problem, where they first solve the problem 
independently, then share with the class. Students will complete 2 guided practice problems with the 
teacher, then complete the independent practice pages in their workbooks. 
  
Criteria- Student will show mastery by achieving an 8/10 or 80% on their exit ticket. 
 
Prerequisite knowledge and skills needed: Students need to be familiar with the rules of place value. This 
includes the 1s, 10s, and 100s places. Students need to know the counting-on and counting-back strategy; 
which will benefit them throughout this lesson. 
 
Activity  Description of Activities and Setting  Time 
1. Engage   Pose the “Solve and Share” problem from Envisions   
workbook. Students will be instructed to fill in the 
missing numbers in the chart. They will then share 
and explain to the class how they found the missing 
numbers.  
● Questions to build understanding: 
○ What are you being asked to 
do?/What is the question asking? 
■ Write the missing numbers in 
the chart 
○ What can you do to help you solve the 
problem?  
■ Look for patterns in the chart 
and look at the value of the 
digits in each number to see 
how the numbers change as 
you move back and forth, and 
up and down, in the chart.  
Share and Discuss student solutions, have two 
students share by writing on Smart Board, one do 
horizontal row and have another do a vertical 
column. Have students answer the rest in unison as 
teacher fills in the remaining missing numbers.  
 
2. Explore   Have students watch the “Visual Learning Bridge” to   
(including solutions of major tasks)  allow connections to be made between student 
thinking in the “Solve and Share” to important math 
ideas in the lesson. The “Visual Learning Bridge” clip 
will help make these ideas explicit to the children.  
 
Following the video clip, begin discussing the 
different patterns involved in problem at the top of 
page 541 in student workbooks.  
● “Look at the first row, what happens to the 
ones digit as you read across the row?” 
○ It goes up by 1 each time I move one 
space to the right 
● “If you start at 37 and count back to 31, what 
happens to the ones digits?” 
○ It goes down by 1 each time I move 
one space to the left 
● “What pattern do you see in the tens digits?” 
○ In each row, the tens digit is the same 
in each number. The tens digit goes 
up by 1 as I read down each column.  
● “By how much does each number change as 
you move 1 space down or up?” 
Each number goes up by 10 as I 
move down 1 space; each number goes 
down by 10 as I move up one space. 
 
Students will also complete math workshop with CT  
 
3. Explain   Students will complete guided practice problems   
with me before moving on to independent practice 
on their own.  
 
Pose questions to students such as: 
● “If I move over one to the right from 786, 
what number is missing? How do you know?” 
● “What number would I read next if I moved 
down one space from 785?” 
*Continue until you have all the numbers filled in 
*Have students do the second one on their own; 
teacher walks around to ensure engagement and 
understanding. 
 
4. Elaborate/Extend   For students struggling to fill in the charts, have   
them use a counting-on and counting-back by 1s 
strategy to fill in the missing numbers. After they 
have completed the chart, have them count the 
 numbers aloud by 1s (across rows) and then by 10s 
(down columns). 
 
For students who finish early, have them complete 
page 544 problems 11-14; this also presents a 
challenge students who many need it. 
 
 
5. Evaluate   Informally assess students by checking over their   
(assessment methods)   independent practice problems on page 543 to 
gauge comprehension/understanding..   
 
Exit Ticket: 
1. Fill in the missing number 
400, 410, _____, 430, 440 
 
2. What strategy did you use to solve number 1? 
Explain how you knew to use that strategy.  
 
-Number one will gauge students problem solving 
ability answering the number in the problem 
correctly.. (4 points) 
-Number two will gauge procedural fluency and 
conceptual understanding if students gives the 
correct explanation for their answer and shows any 
type of work. (6 points) 
Materials/Technology: Smart Board, Envisions Pearson Education, Inc. workbook (Topic 9, 
Lesson 6.)