Math Mini Lesson Date of the Lesson: 10/23/2013 Topic: Place Value to 1000 Number of students: 4 students in each

rotation. 1. Planned activity or lesson. I taught a place value card game in both of the math rotation. The students would take turns passing out cards 3 cards for the first example. The students organized their cards to make the biggest number that they can with their cards. When everyone was done they showed their number. They would take turns telling everyone what number they had and what number what was in each place. Example: If the student had 431 the student would say I have four hundred and thirty one. 4 is in the hundreds place, 3 is in the tens place, and 1 is in the ones place. Once the students understood how to play the game they I had them play with 4 cards each so they could word on place value to the thousands place. 2. The particular learning strategies you used? I used kinesthetic and visual learning strategies. The students were able to manipulate the numbers to make the largest possible number with their cards. They were also able to see how the numbers corresponded with the place value since the single number was on its own card. 3. Assessment strategies to determine how well the students learned the material. To assess the students learning I had them tell the group what number they made with their cards and specify what number was in what place value spot to make sure they understood the order of place value. Reflection: 1. What did you do well in the mini-lesson? a. I think picking a game that the students of all levels could play that also incorporated the different learning styles helped the lesson go well. I was able to adapt the number of cards each group received based on how they understood the concept. Once they were gaining an understanding of the place order with 3 cards I had them pass out 4 cards. One group wanted a harder change and used 5 cards to create their numbers. 2. What would you do differently if you were to teach this lesson again? a. I would have a large graph on the table where the students could place their cards showing the place value. For example: H|T|O. This would be beneficial for the groups that may be struggling with knowing what number is corresponds with what place value location. I might also have the students write down their answers in their math journal showing their reasoning with an H|T|O chart.