Lesson Plan for Math: Numbers in different forms

2/4/14

Core Standards: CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. Understand the following as special cases: CCSS.Math.Content.2.NBT.A.1.a 100 can be thought of as a bundle of ten tens called a "hundred." CCSS.Math.Content.2.NBT.A.1.b 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). Objectives: Students should be able to read and write numbers to 1000 in word form. Students should be able to read and write numbers to 1000 in expanded form. Students should be able to read and write numbers to 1000 in standard form. Students should be able to describe how a three digit number represents amounts of hundreds, tens, and ones. Materials: White boards (2 per group) Dry erase markers and eraser Thousands Chart Cut out numbers (1-1000) Direct Instruction: Before students begin working in groups, review with students what word form, expanded form, and standard form mean. (Use several examples). Make sure to remind students that numbers have different values. Ask students, What is the value of 3 in 385? (300). After reviewing, assign roles or jobs at table groups. One person in a group will be the number finder or the person that picks out a number that the group will be working on. Another person will be in charge of writing that number in word form. Another person will be in charge or writing that number in expanded form. The last group member will place that number on a thousand chart and explain the value of each digit. The number finder will check each group members answer. Students will then switch jobs.

Check for Understanding: I will check for understanding by walking around and observing students answers (formative assessment). Guided Practice: Students will be working together in groups. Closure: We will wrap up the lesson by discussing the different forms that students wrote. We will talk about how writing different forms is useful and can help us in the real world (real world connection= writing checks, etc). Reflection/Evaluation: Students worked really well together in groups. It is good to assign students roles in this activity to keep it organized. Next time, I would end the lesson with an individual assessment such as, as an exit slip. This way I could tell what individual students are still struggling with the concept.