2020-2021 LESSON PLAN TEMPLATE
BACHELOR O
F APPLIED SCIENCE I N TEACHER EDUCATION
Teacher Candidate: Patti Baker Grade-Level/Content Area: 2nd grade/math
Estimated Time for Lesson: 30 minutes
Date: December 1, 2020
Lesson Title: Numbers In Base 10
Learning Targets and Aligned State Learning Standard(s):
Clearly state what you expect the students to know and be able to do as a result of this lesson. Ensure the learning targets are
measurable. What will the students learn by the end of the lesson?
Identify 1 or 2 L earning Standards from content area (Include the number and text of the standard. If only a portion is being
addressed, then only list the relevant parts).
State 2.NBT.A.1: Understand that the three digits of a three-digit number represents amounts of
Standard(s): hundreds, tens, and ones.
a. 100 can be thought of as a bundle of ten tens-called a “hundred.”
ELP.2-3.5: Conduct research and evaluate and communicate findings to answer questions or
solve problems.
Learning I can make sense of problems and persevere in solving them.
Targets: I can mentally add or subtract 10 or 100 from a given number between 100-900.
Lesson Launch/ Tapping into
List prior knowledge and/or information will students need to know in order to be successful with this lesson. U
se knowledge of
students’ academic, social, and cultural characteristics. How will you tap into prior learning knowledge, personal, cultural or
community assets? How will you elicit and promote student thinking as a way to get students to connect to their prior
knowledge?
Prior Students understand the place of a digit determines its value. Students can count on from a
Knowledge: number ending at any number up to 120. Students recognize patterns on a hundreds chart.
For example: All of the numbers in a column have the same digit in the ones place. All of the
numbers in a row have the same digit in the tens place. The number that follows a given
number is 1 more than, and a number that precedes a given number is one less than.
Students can read and write numerals to 120.
Instructional & Learning Materials
List materials or resources required for both teacher and/or student to access both prior, during and/or after the lesson. Please
include related technology.
Teacher Materials & Resources Student Materials & Resources
List of vocabulary words & learning targets Place value chart
Anchor chart showing the relationship Pencil
between base 10 blocks and straws used in
the lesson.
Place value house.
Box of straws/rubber bands
White board and marker
summative assessment worksheet
Assessments: I will be checking for understanding by asking pointed questions and watching them
use the manipulatives to build numbers.
Describe the assessment(s) that will be used to measure the learning targets. What can you ask students to do that will inform
ummative (Formal): What evidence will you collect
your next instructional step (e.g. follow up problem, reflection question)? S
and how will it document student learning/mastery of lesson objective(s)?
Summative: After the lesson, students will complete a worksheet that will demonstrate their ability to
mentally add and subtract 10 and 100 from 2 given numbers.
Accommodations/Modifications
Identify differentiated instructional modifications or accommodations to meet the needs of all learners. Include differentiated
instruction for students w/ 504s, IEPs, English Language Learners (ELL), extensions/enrichments for gifted or advanced students,
ow will you adapt the instruction to meet the needs of individual
and/or students who are struggling or underperforming. H
students?
Differentiation: Cultural support: using straws in addition to base ten blocks.
Place value chart is in English and Spanish. Hands on expectations will be demonstrated.
Support vocabulary: Anchor chart. Review vocabulary words before lesson using
manipulatives and their place value chart to help define meaning of vocabulary.
Support participation and behaviors: This is a hands on activity. Students are expected
to bundle straws and secure them with a rubber band to make units of 10 and one unit of
100.
Prior to lesson, remind students that we have a lot of learning to do in a short amount of
time.
Lesson Body
Lesson Sequence
Break down how you will teach/ facilitate the lesson and instructional tasks by sequence of learning activities. Include the related
rationale, theoretical reasoning, and essential questions within the sequence. How you will teach & facilitate the actual lesson. Be
sure to include assessments (progress monitoring), differentiation, language demands/function, etc. Formative (Informal): How will
students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
Minutes What will the teacher be doing? Formative Assessment/ What will the
Teacher Questioning student be doing?
3 Introduce students to the learning After showing the students the listening.
targets, and give definitions of place value house and reviewing
explain the rules of
vocabulary words: unit and digit. the rules, ask them to explain the
the place value
rules to you.
house.
3 Show students the place value house (Refer to vocabulary words with
Build one ten unit,
and review the rules of the place definition and pictures if needed)
and place it on the
value house
Watch students build one ten unit, place value chart,
and correctly answer how many along with the ones
ones are left. that left.
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Demonstrate how the straws are like Write the number 123 on the Add nine straws to
the base 10 blocks and make a unit white board. Ask what number is the ones place and
2
of 10 for them to see. in the ones, tens, hundreds place. regroup.
Give each student 14 straws and ask Ask students to explain Build the number 123
5 them to make one 10 unit regrouping when adding 9 straws with straws.
to the 4 in the ones place.
Ask students to add 9 straws in the Complete worksheet
ones place. Ask how many straws
are in the ones place.
5 Ask students to build the number
123 with straws.
Ask students to place the straws and
straw bundles on their place value
chart.
Review the rules of the place value
house. Ask students to demonstrate
10
how to have only one digit in the
ones. Check for understanding and
answer questions
May need to model grouping 10
straws and moving the bundle to the
tens place.
2
Give summative assessment
Lesson Closure / Debrief:
How will you wrap up the lesson and give students the opportunity to demonstrate their understanding of the learning target?
The lesson will be over once they build the number 123. I will ask them what is 10 more and 10 less. At this
time review the learning target and ask them if they met the target.
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