Teacher Candidates: Elizabeth Fulmer & Haley Simpson

Subject/EEDA/SSCA: Math
Grade:
11/5/2014

2nd

Date and Time of Lesson:

Learning Objective: Using a set of base ten blocks, the students will be able to
distinguish between the different parts of the base ten system (groups of five and
ten and multiples of five and ten), the students will recite the name of the number
and write the number in extended form with one hundred percent accuracy.

Alignment with Standards: 2.3: Read and write numbers to 1000 using
base- ten numerals, number names and extended form.
Developmental Appropriateness: Students have a basic knowledge of the

number system and multiples of fives and tens. By using the base ten blocks
provided, this will be the first time the students are going to write the numbers into
extended form. This will allow the students to understand the placing of the
numbers in each number place and the multiples of five and ten using a visual.
Physically students will be able to grasp the blocks, this will allow for movement
and release of energy. Socially the students will be places in groups so they will be
able to talk with each other and allow the need to talk to be extinguished.
Emotionally the students will have a better understanding of the base ten blocks, it
could also promote self-esteem by knowing how to use the base ten system.

Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Using a set of base ten

blocks, the students will
be able to distinguish
between the different
parts of the base ten
system. The students
will be able to separate
different sets of blocks
into groups of five and
ten and multiples of five
and ten using the blocks
provided. The students
will then recite the
name of the number
made and write the
number out in extended
form.

The pre assessment will be

asking students to write down
what they know about base ten.
Students will be informally
assessed during individual work
to see if they comprehend the
material, through teacher
observation of and interaction
with each student. During math
congress, teacher will ask
students to elaborate on their
thinking and strategies, this will
cover during assessment. The
students will be placed into
groups and sets of numbers will
be given for the students to
separate into base five and ten

Use of Formative
Assessment
(TWS section 7)
Through observations
and interaction with
students during
individual work as well
as group work, I will be
able to see where there
is progress
understanding the
numbers in base five and
ten numbers. The papers
with extended form will
be collected so I can
have a better
understanding of the
students understanding
of extended form with
numbers. I can then

blocks. The students will also

write the extended form of the
numbers and the papers will be
collected at the end of the class.
The post assessment will be
taking all the material from the
lesson and then looking for
comprehension.

adjust the lesson

according to knowledge
and allow the students to
ask questions where
there is confusion about
base five and base ten
numbers.

Accommodations: For those students that cannot hear; a sound amplifier will
be used. For the students who may struggle physically with grasping the block we
will allow for a peer to assist them. If there are any other accommodations we will
base those off the IEP. If a student has a tendency to be aggressive we will use soft
blocks. For the varying rates of learning, we will group the students together based
on their levels. If there is a student that is a good but behind we will allow the
student that is higher up we will group them together, with the hopes that the one
ahead will help the one behind.

Materials: Blocks (foam and wood), paper, pencil, smart board to show visual
representation, sound amplifier, a worksheet that emphasizes what students
learned.

Procedures: The students will start their lesson, by watching a five minute
demonstration of how to use base ten blocks on the smart board. Once the
demonstration is over, they will be given blocks to show multiple ways to distinguish
between the base ten systems. The teacher will walk around to check for
comprehension, the teacher will ask questions to check as well. (How did you get to
that number?) This question will help critical thinking skills. The students will be
given a worksheet to show what they know. The teacher will use the smart board to
address auditory learners; the manipulations of blocks will address visual and
kinesthetic learners.

Critical Thinking Skills: The teacher will ask the student how they came to that
conclusion to the problem. By using the blocks, this will promote critical thinking.
The worksheet will also promote critical thinking as well as comprehension. The
demonstration will promote student interaction and critical thinking as the teacher
prompts them. (What should I do next, why, etc.)

References: No references were used.