Direct Instruction Lesson Plan Template

General Information
Lesson Title: Understand Place Values (Tens and Ones)
Subject(s): Math
Grade/Level/Setting: Grade 2
Prerequisite Skills/Prior Knowledge:
 Students can recognize and say the name of two-digit numbers
 Students can count using the forward and backward methods for ones and tens.
 Students know how to group objects for example for they can group ten ones to
make a ten.
Standards and Objectives
State/National Academic Standard(s):
CCSS.MATH.CONTENT.2.NBT.A.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.
Learning Objective(s):
When given a set of two-digit numbers and base ten blocks manipulative (students will
accurately model each number using tens and ones, achieving at least 80% accuracy on
math worksheet

Materials Technology
- Base ten block manipulative - Students will have the opportunity to see
- Pencils and erasers an interactive, visual representation of
- Work sheets that will facilitate place value in real time.
independent practice - It will students see how to use the blocks
- Smart board in an engaging manner.
- laptops - Teacher can use this interactive tool to
cater to the learning needs of individual
students. She can also use it as a
scaffolding tool for struggling learners or
use for the advanced students to work on
their own.

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):

The purpose of language in the lesson include

- Using place value to describe numbers (for example “12 has 1 ten and 2 ones.”)
- Providing an illustration of a number value by using base ten blocks.
- Helping students to justify their answers and the reason behind it. (For example, “I used 2
tens because 20 is found in the tenth place.”)
- Documenting each number and explaining its place values by using written responses.

Vocabulary:
During the lesson students will use the following academic vocabulary associated with place value –
tens, ones, digit, represent, decompose, and model."
Discourse and/or Syntax:
During the lesson will participate in mathematical talk to increase their comprehension of place
value.
- They will participate in discussions to explain how they used base ten blocks for representing
numbers.
- After completing their models, they will compare them with that of their peers.
- They can give provide explanations as to how they arrive at their answers with the use of the
academic vocabulary while working in small groups or in the large class setting.

Planned Language Supports:

To help students including English Language Learners and those with a variety of language
proficiency understand and apply the mathematical content, the following language support will be
part of the lesson.
- The teacher will display anchor charts that has the vocabulary related to the lesson.
- Students will be provided with base ten blocks.
- Sentence framers and starters will be available for those students who need them; it will help
them communicate their math writing.
- The teacher will use modeling to reiterate the academic during instruction as well as during
guided practice. Teacher will use repetition and reinforcement during the lesson to help
students acquire and use the vocabulary. Teacher will explain the vocabulary orally, written
and visually.
Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions
- Teacher will begin the lesson with a - Students will make observations and
real-life scenario. Put some pencils predictions while the teacher count and
on the desk – I have all these group the pencils into tens and ones.
pencils and I need to count them to Teacher will pose a question – how
see how much I have. She will start many tens groups of pencils and how
counting each one then stop. This is many ones group of pencils can you
frustrating, is there a quicker way to identify?
count these pencils? - Students will make connections – they
- The teacher will then introduce the will participate in discussion to say how
concept of grouping. We can group grouping helps with counting. They can
them into tens and then add the state what the 2 digits in a number
remainders. It is similar to how we represent. For example, in 24 the 2 = 2
write numbers – some are tens and tens and 4 = 4 ones.
some are ones.
- Teacher will connect the lesson to
the objective. She will write the
number 24 on the board and ask
students to say what they number is.
Next she will ask the students –
what do you think 2 and 4 mean.
Next she will introduce place value
and model how to create tens and
ones.
 Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions

1. Introduction of the learning objective 1. Engage in observation and listening –

– explain to the students – today we they will watch as the teacher models
will learn to build numbers using using the base ten blocks to represent
tens and ones. It will guide us in numbers. They will listen and follow the
understanding the meaning of visual representation on the smart
numbers. board.
2. Modeling of base ten blocks – she 2. Participate by responding to prompts
will display the number 45 on the from the teacher – How many rods do I
smart board. Next she will use the need for 5 ‘tens’. What does the ‘7’ in 57
virtual base ten block to show the stands for?
representation of 45 as 4 tens and 3. Practice using the academic vocabulary
five ones. After the modeling she will for the lesson by completing the
explain that the 4 in “45” means 4 sentence frames on the smartboard.
tens and “5” means five ones. 4. Participate in the modeling activity –
3. Teacher will engage in think-aloud. provide the teacher with the answers as
Since there are 4 tens I will need 4 she decide how many rods and cubes
rods. How many cubes do I need for she need to build the various numbers.
the ones?
4. Engage in repetition – model using
the rods and cubes for other
numbers like 15, 57 and 75.
5. Do a formative assessment using
visuals and sentence frames. Put a
sentence frame on the smart board
– for example _______has
_____tens _______ones and model
these using the virtual base ten
blocks.
Guided Practice:
Activity Description/Teacher Student Actions
- Distribute materials - give students - Organize their base ten blocks for use
manipulatives of base ten – cubes and on the worksheets.
rods and worksheets. - Participate as the teacher does the
- Modeling - teacher will write the modeling.
number 26 on the smartboard. Next - Use the base ten blocks to build the
she will say – let us build this number numbers correctly as the teacher write
using base ten blocks. them on the board.
- Step-by-step guide for students – - Practice using the academic vocabulary
teacher will ask the question – how – 26 has two ‘tens’ and 6 ‘ones’.
many tens are 26? Allow students to
- Peer discussion – explain to their peers
respond. Confirm their answers then
how they use the cubes and rods to
engage in modeling. You are correct it
is - ‘2’ tens. Repeat for the ‘6’ in 26 by build their numbers.
asking – how many ones are in ‘6’? - Give feedback to the teacher when she
- Give feedback – Awesome job and pose questions – justifying their
where necessary provide corrections. answers.
 - Repeat – using other numbers – allow
students to experience the Zone of
Proximal Development

Independent Student Practice:

Activity Description/Teacher Student Actions

- Provide students with worksheets – - Engage in independent work- use their

that has 8 problems with two-digit base ten blocks to represent each
numbers to solve. number problem on their worksheet.
- Revise the instruction on the - Break down each number (decompose)
worksheet – For each of the problem accurately into tens and ones.
you will use the base ten blocks to - Use the academic vocabulary for
explain or draw to shoe tens and example “26” has 2 tens and 6 ones.
ones. Next you will write a sentence - Show understanding by completing the
to justify your answer. worksheet with at least 80%, showing
- Teacher will walk around the room to the correct use of base ten and the
check for understanding and give vocabulary.
support where necessary. - Students will ask for help if they are not
- Remind students to use their sure how to represent the tens and
sentence framers. ones.
- Assess students’ work to ensure that
they understand and provide
immediate feedback.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher Student Actions
- Put students in group of two. - Use manipulative to help them draw their
- Students will create posters showing assigned numbers using the base ten
the building of two digit numbers blocks.
using base ten blocks. They will - Write sentences that provide explanation
write sentences about their work about their drawings.
using the academic vocabulary. - Engage in gallery walk - they will view
- Teacher will place the posters classmate’s work and complete the
around the classroom for all the reflection sheet.
students to view. - Engage in a discussion about what they
- Provide sheets for students to write observe on the gallery walk.
reflection about the posters as they
view them.
- Bring the whole class together and
discuss things they observed about
the posters.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Provide students with three digit numbers and have them used the base ten blocks to represent
these numbers. Encourage them to use the academic vocabulary language to write sentences about
these three digit numbers.

EL:
Provide diagrams, anchor charts and manipulatives (base ten blocks) to help students understand
and use the vocabulary. Provide sentence frames which support language development. The
number 26 has __________ tens and __________________ones. Additionally provide the students
with vocabulary cards in English and their Primary Home Language.
Students with Other Special Needs:
Simplify the instruction – provide visual cues and scaffold where necessary. Let students explain
their answers rather than writing long sentences. Provide assistive technology such as tools for
writing.

Assessment
Formative
While the students are modeling their base ten block, the teacher will walk around the room and
make observations. She will check to see if the students select the correct number of tens and ones.
Listen to see if they are using the academic vocabulary to justify their thinking. Write numbers on the
smartboard and have students model them on their worksheet.

Summative
(Quizzes, Tests, products)

Students will complete a test where they will provide the missing digit for each of the number
problems. For example, for the number 26 – 26 = 2 tens and how many ones? They will use their
base ten blocks to find the missing numbers.