UnderstandingPlaceValue

Name:CelaWhite
School:AnimasValleyElementary
nd
GradeLevel:2
NumberofStudentsinClass:4(SmallGroup)
Unit:PlaceValue
LessonDuration:30minutes
Day,Date,andTimeofLesson:Friday,March18,2016
1.Objective(s):Bytheendofthelesson,studentswillbeabletoidentifyhowmanythousandths,
hundreds,tens,andonesareincertainnumberslargerthanonethousand.Theywillalsobeableto
writethesenumbersinexpandedform.

2.ColoradoAcademicStandards:
ContentArea:Mathematics
Standard:1.NumberSense,Properties,andOperations
GradeLevelExpectation:SecondGrade
ConceptsandSkillsStudentsMaster:

1.) Thewholenumbersystemdescribesplacevaluerelationshipsthrough1,000andforms
thealgorithms.
EvidenceOutcomes
Studentscan:

a.) Useplacevaluetoread,write,count,compare,andrepresentnumbers.
3.LearningTarget(s):Icanidentifyhowmanythousandths,hundreds,tens,andonesareinanumber
thatislargerthanonethousand.
4.Vocabulary:

Thousandths
Hundreds
Tens
Ones
PlaceValue
ExpandedForm

5.Assessment:Aftermylesson,Iwillgiveeachstudentanotecardwithanumberlargerthanone
thousandwrittenonit.Studentswillalsobegivenseveralsmallerpiecesofpaper,allwith1,000,100,

10,and1writtenonthem.Theywillhavetoplacethecorrectnumberofeachoftheseunderthe
correctplacevalueposition.Aftercompletingthis,theywillalsobeaskedtowriteouttheirnumberin
expandedform.Thiswillactastheirexitticket.

6.Materials:

Fourlargenotecardswithnumberslargerthan1,000writtenonthem.
Smallerslipsofpaperwith1,000,100,10,and1writtenonthem.
Blankpiecesofpaperforstudentstowritetheirnumbersinexpandedform.
Pencils
Whiteboard

7.EssentialQuestionsorBigPictureStatement:Whatisplacevalue?Howdoyouidentifywhich
numberrepresentstheplaceinwhichitisin?

8.Introduction/AnticipatorySet:Beforebeginningmylesson,Iwillaskstudentsiftheyknowwhat
placevaluemeans.IfIgetanyonewhothinkstheymightknow,Iwillaskthemtocomeuptothe
whiteboardandshowusanexample.
9.****StepbyStepLessonProcess:****

DirectInstruction:Afteraskingifanyoneknowswhatplacevalueisormeans,Iwillwritea
samplenumber,(largerthan1,000)onthewhiteboard.Iwillaskforavolunteertoreadthe
numberaloudtotherestofthegroup.Iwillthenexplaintothemthateachnumberwithinthis
largernumberhassomethingcalledplacevalue.Iwillstartwiththethousandths,explainingto
themthatthisnumberinthethousandthsplacerepresentsexactlyhowmanythousandsare
includedinthenumber.Iwillcontinueonwitheachnumber,allthewaytotheonesplace.

Modeling:Afterexplaintothemexactlywhatplacevaluemeansandwhateachnumberina
largernumberrepresents,Iwillwriteanothernumberlargerthan1,000ontheboard.Iwill
thenaskforstudentstotellmehowmanythousands,hundreds,tens,andonesthereareinthe
number.Iwillwritethenumberofeachunderneaththelargernumber.

CheckforUnderstanding:Duringmodeling,studentswillhavetodemonstratetheir
understandingbyeachtellingmehowmanyofeachnumberthereisunderthecorrectplace
valueposition.

Differentiation:Iwillbeworkingwithasmallgroupduringthislesson,soanydifferentiation
thatneedstohappenwillbeoneononeassistancewiththestudentandmyself.

GuidedPractice:Guidedpracticewilltakeplaceduringthemodelingphase,inwhichIam
kindofwalkingthemthroughtheidentificationofplacevalue,buttheyareansweringmy
questions.

IndependentPractice:Studentswillthenbegivenalargenotecardwithanumberlargerthan

1,000writtenonit.Therewillalsobealargeamountofsmallerslipsofpaperinthecenterof
thetable.Ontheseslipsofpaper,therewillbethenumbers1,000,100,10,and1writtenon
them.Theseslipswillalsobecolorcodedaccordingtowhichnumbertheyare.Iwillexplain
tostudentsthattheyaretoplacetheamountofnumbersrepresentedinthelargernumber
underneaththeappropriateplacevaluepositionontheirnotecard.

Closure:Oncestudentshavecompletedtheirtask,Iwillaskthemifanyofthemknowwhat
expandedformmeans.(Theanswertothisshouldbeyes,becausesomestudentshavebeen
workingonthisinclassalready).Iwillthenaskthemtowritetheirgivennumberonablank
sheetofpaperinexpandedform.Whentheyhavecompletedthis,theywillhandmetheir
paperandthentheyarefreetogo.

KATSMathLesson#2Reflection(PlaceValue)
TeachersPerspective:
Generally,Iwasverysurprisedbyhowmylessononplacevaluewent.Goingintoit,I
askedmymentorteacherifshehadanyspecificcontentareasshewouldlikemetocoverforthis
lesson,andshementionedthatplacevaluewouldbeagoodchoicebecauseshewasjustgetting
readytointroduceittotheentireclass.Shewantedmetodoitwithasmallgroupofstudents
whowereonsomewhatofahigherlevelthantherestoftheclassintermsofmathematics.I
endedupwithasmallgroupoffourgirls,ofwhichIknewwereverystronginmath,yetIdid
expectthemtostruggleabitwiththiscontentbecauseitwassonewtothem.
Withallthatbeingsaid,whenIbeganmylessonbyaskingthegirlsiftheyknewwhat
placevaluewas,theyalljumpedrightin,givingmegreatexplanationsanddefinitionsofplace
value.Thiscompletelysurprisedme.Ithoughtthisconceptwouldbecompletelynewtothem,
andIreallydidntexpectforthemtogivemeanysolidanswersorexampleswhenIaskedthis
question.WhenIwentintothedirectinstructionpartofmylesson,thegirlsseemedtoknow
exactlywhatIwastalkingabout,andwhenIdidthemodelingandaskedforvolunteerstocome
uptotheboardtocompletetheproblem,theydiditperfectly.AlthoughIthinkitisgreatthat
theyobviouslyhadsomestrongbackgroundknowledgeintermsofplacevalue,Iwasalittlebit
frustratedbecauseIwentinexpectingtointroducethemtosomethingtotallynew.
WhenIgavethemeachtheirnotecardsandexplainedtothemwhatitwasIwantedthem
todo,theygotreallyexcitedatfirstandcouldntwaittostart.OnceIletthemloosetostart
working,Iwassurprisedtoseethatthispartwastakingthemabitlongerthaneverythingelse
wehaddoneinthelessonthusfar.Theyseemedliketheywerereallythinking,andacoupleof
themmadeafewmistakes,butcorrectedthemselveswithoutmehavingtoreallyhavingtosay
anything.Whentheyfinished,Icheckedalloftheirnumbersandtheyallgoteverythingcorrect,
andtheywereeagertoseewhatwasnext.
Ithenaskedthemifanyofthemknewwhatexpandedformmeant.Thiswasalsoa
surprisingmomentformebecauseIdidknowgoingintomylessonthatthisparticulargroupof
studentshadbeenintroducedtoexpandedformpreviously,somyinitialthoughtwasthat
everyonewouldbeabletotellmewhatitwas.Therewasonlyonegirlinthegroupwhowas
abletotellmewhatitwas,andgivemeanexample.Onceshesaidit,though,therestofthegirls
seemedtorememberwhatitmeant.ThewholegrouptookmoretimeworkingonthisthanI
thought,andseemedtostrugglewithit,eventhoughtheyallwroteouttheirnumberscorrectly.

Allinall,Iwaspleasedwithmylessoninthatthestudentsreallyseemedtoenjoyit,and
theyallparticipatedfully,butIlookforwardtowhenIamabletointroduceabrandnewtopicto
themandprovidethemwithanactualchallenge.Thisparticularlessonseemedlikeitwasnot
quitechallengingforthem.

StudentsPerspective:
AsImentionedbefore,Ihonestlydontthinkthislessonwaschallengingenoughforthe
studentsItaughtto.Iwasquitesurprisedbythis,mostlybecausemymentorteacherexpressedto
methatplacevaluewasabrandnewtopicinclass.IfIweretogobackanddoitagain,Iwould
maybeconsiderpickingstudentsformygroupwhowereabitlowerintermsoftheirmath
abilities,ormaybeconsideraddingalittlesomethingelsetothislessontomakeitmore
challenging.
Ontheupside,eventhoughIthinkmylessonwasabittooeasyforthestudentsItaught
to,Idothinkthattheygotsomethingoutofit,andIdothinktheywerelearningthewholetime,
evenifthatjustmeantthattheywerepracticingwhattheyalreadyknew.
AnotherthinkthatIamgoingtoreconsidernexttimeIteachamathlessonisthesmall
groupsize.IthinkthislessonwasonethatIcouldhaveeasilytaughttotheentireclass,andI
alsothinkitwouldhavebeenmoreeffectivethatway.SometimeswhenItakesmallgroupsto
teachalesson,Ifeellikethestudentsthinkofitmoreasagamethanalesson.Ononehand,that
couldbeaverygoodthing,butontheother,Isometimesfeelthattheydonttakeitquiteas
seriouslyastheywouldifitwereafullclassinstruction.
Eventhoughtheplacevalueactivityduringthelessonseemedrelativelyeasyforthe
students,Idothinktheexpandedformexitticketwasavaluablelearningexperienceforallof
them.Thiswassomethingthatdidseemtostumpthemabit,andIfoundmyselfhavingto
providemoreexplanationandinstructionduringthispartinorderforthemtorecallwhatit
meant,andhowtoapplyittothenumbersIhadgiventhem.
EventhoughIreallydontthinkmylessonwasnearlychallengingenoughforthe
studentsItaughtto,Idothinktheyhadagoodtimeandifnothingelse,thiswasachancefor
themtopracticetheirmathskills.Thenextdayinclass,mymentorteachercametomeandsaid
thegirlstoldherthattheylovedmymathlesson,whichmademefeelprettygood.NexttimeI
teachIamgoingtoaimtoteachtothefullclass,andmakesureIaccountfordifferentiationfor
studentsonalllevels.

StudentProof:(Belowaresomepicturesofstudentswork)