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Tara Westrate

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STANDARD BASED LESSON PLAN 2

Lesson: Place Value (Expanded form)
Subject Area: Mathematics

I. Standard: Common Core
NBT2:2- The learner will extend their understanding of the base-
ten system

II. Objectives/Targets and I Can Statements:

The student will use their prior knowledge to look at a picture of
base ten blocks and write the standard form number based on the
picture given.
I can look at the picture of base ten blocks given and write
the standard form

The students will look at a standard form number and tell me what
its place value is.
I can look at a number and tell you what place each number
is in.

The student will use their prior knowledge of standard form to
write out their place value numbers in expanded form.
I can look at numbers and put it into expanded form based
on its worth.

III. Anticipatory Set: Explain to the students that today is a very
special day. Not only do we get to continue learning about place
value, we are going to do something called math workshops
today. Then start by reviewing previous days material
discussed. Review by doing some sample problems on the white
board. Then transition into modeling different examples to show
and model what expanded form looks like as well as how we are
able to know looking at the standard form what place each
number is in.
IV. Input:
Task-(Step-by-step lesson progression)
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Finish up asking good news as well as taking mad minute for
the morning.
Have students clean up desk area and come to the reading
circle rug.
Tell the students that in this lesson they will be learning
more about place value and a couple new ways that they can
represent it.
Show students I can statements using (go animate)
website.
Start out with anticipatory set of examples on whiteboard.
Using charting paper, ask students: How can we tell what
each numbers place value is, by only looking at the
standard form?
(Write down their ideas) Show them again the definitions
of what the terms standard form, and expanded form are and
mean.
Then explain and model how you can always know what a
number is worth based on the order that the number is
written. Give and go over many examples with the students.
After make sure to leave up examples done on the board so
that students can place it in their math journals during math
workshops.
Then explain to students the process and expectations of
what math workshops are to look like and what students will
be doing in each specific center or workshop. Students at
this time are already familiar with what math workshop is at
this time.
Slowly go over directions repeating and asking for any
clarifications.

1. Teacher group: At the teacher group we will be
continuing to work on looking at our standard form given
and putting it into expanded form. We will also be working
on looking at the standard form and telling what each
number is worth and whether it is in the ones, tens, or
hundreds. Please bring with you a white board and an
eraser as well as a pencil.

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2. Games: At games you will be getting a piece of paper
that looks like this (put paper on document camera for
students to see). With a partner I want you to grab 2
dice. What you are going to do is each one is going to roll
one of the dice. Based on the numbers that you and your
partner roll, you will put that in your number column. So
lets say I rolled a 1 and Sarah my partner rolled a 4. The
number that we would write in our number column would
be 14. Then I want you and your partner to draw how many
base ten blocks you are going to need to represent that
number. Just like we did when we used the base ten
blocks.

3. Seat Work: Today at seat work you are going to be
getting a worksheet where you are going to tell me what
each number underlined is worth. Before you begin your
worksheet make sure that you copy and place the
examples we did on the whiteboard and chart paper into
your math journals. For your worksheet once youre done
putting your examples into your journal, you are going to
have to tell me what place the underlined numbers are in.
Is it in the ones place, tens, or hundreds? Then the
directions want you to color based on if you said it was in
the ones, tens or hundreds a different color for each.

For numbers underlined in the tens place you are to color
them: Red

For numbers underlined in the ones place you are to color
them: Blue

And
For numbers underlined in the hundreds place you are to
color them: Yellow

4. I-Pads: In the center of I-Pads students will be given the
opportunity to play an app that allows students more
practice in working with place value. This app that they
are going to be using is called mathematical. In this game
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it gives students a number such as 789 and students have
to be able to tell me how many hundreds I need, how many
tens I need, and how many ones I need.

Each center will have 15 minutes to finish the various
tasks before they are asked to switch. Each center caters
to meet the needs of a variety of learning styles while
meeting all the objectives stated above. To make the
transitions of switching centers runs smoothly, I have
created a slide show presentation telling students where
they need to be for each rotation. I also have tubs
located at the tables holding the materials that the
students are going to need in order to complete their
assignments.

Once all students are paying attention I then will begin to
check for understanding of directions by moving around to
each center location and asking what I have to when I get
there as well as the type of behavior I must have.
Then I will call off by color the center groups so that we
can begin our math workshop time.

Thinking Levels: Blooms Taxonomy- (Questions to
engage students thinking)
Remember-List some things that are considered to be examples
that represent place value?
Understanding- Explain to me how I can tell how much a number
is worth by just looking at the place values standard form?
Applying-Can you illustrate a picture of the number 14?
Evaluating-Can you write the standard number form in
expanded form?

Accommodations and or/Learning Styles
Remediation: Students who struggle in math will be able to
follow along and copy the board while I model and review
some examples on the chart paper. This lesson is done during
whole class discussion as well as math workshop centers so
that students who struggle can look up at the board and see
what we did while working on place value examples, as well as
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be a part of a smaller group of students. By being a part of a
smaller group of students, it allows for me as the teacher to
see just exactly what they are struggling on and be able to
assist them better.
Extension: Highly motivated students in mathematics when
finished may decide to challenge themselves by playing a
place value memory game where they have to find the
standard form and its expanded form match.
Learning styles:
o Interpersonal: Not taking place
o Intrapersonal: Self- reflecting about what different
forms of place value there are
o Visual: Students are provided with a visual by listing
examples of pace value on chart paper.
o Linguistic: Speaking and sharing about place value as a
whole class as well as in individual center groups
o Body/ Kinesthetic: Having transition to the circle rug
area allows students get up and stretch from being at
their seats, as well as rotating to their various other
centers


Managing the Lesson
1. Instructional method: Instructional methods for this lesson
include short discussion, and math workshop centers. In math
workshop centers the students will be working on worksheet
activities as well as a game played in pairs.
2. Engagement Strategies:
I will engage my students by having them be involved in math
workshop centers. This allows my students to share their individual
thinking as well as questions they might have on place value with
their peers.

Materials Needed and Prepared
Chart paper
White boards
White board markers
Erasers
crayons
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Computer
Pencil
Document camera
Teacher center activity
Seat work activity
Game activity
Dice
7 or 8 I-pads

V. Modeling:
Show through modeling of what the students are asked
to do for each center.
VI. Checking for Understanding:
I will be checking my students understanding of place value
through many different formative assessments including activity
worksheets turned in, as well as students coming to the teacher
center. Formative assessments will be answering for me how well
my students understand the content area being taught and what
may need to be changed for subsequent lessons.

VII. Guided Practice:
Students will work together as a class as well as in small groups
to practice and review various place value representations

VIII. Independent Practice:
At the center of seat work, the students will work on a place
value worksheet that asks them to identify each underlined
number and tell what place the number is in

IX. Closure
The lesson will be closed by the students having the opportunity
to come back to carpet and express to me as a whole class what
they learned about in todays lesson.

X. Assessment
Peer assessment will take place during whole group instruction as
well as through grading an independent worksheet done at
seatwork, and math workshop time.

XI. Reflection
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Self-evaluation and reflection will be done after lesson has been
taught.
Questions to ask yourself after every lesson include.
1. How well did the students perform? Were all my students
engaged?
2. How was my timing?
3. How was my instruction received and what should be modified
for subsequent lessons?

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