LESSON PLAN 2, Day 2

Name: Melissa Beitko

GENERAL INFORMATION
Lesson Title & Subject(s): Math
Topic or Unit of Study: Bundle and Count
Grade/Level: 2
Instructional Setting:
The 19 students will be seated at their desks for the lesson. There are 5 tables and 4 students per table.
The students will have access to a hundreds chart that is located in their math notebook and a larger one
that is displayed on the math bulletin board. The learning context of the lesson is for the students to
count with one to one correspondence and bundle tens and hundreds when necessary.

STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
2.NBT.1 Number and Operations in Base Ten (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:
A. 100 can be thought of as a bundle of ten tens called a hundred.
Lesson Goal(s):
The overall purpose of the lesson is for students to have a visual representation of counting and bundling
ones, ten, and hundreds until they reach 1,000.
Lesson Objective(s):
Given manipulatives (popsicle sticks), students will count ones, groups of ten, and groups of hundreds
and bundle each group 10 out of 10 times correctly.

MATERIALS AND RESOURCES

Instructional Materials:
meter stick, large plastic clock, popsicle sticks, rubber bands, practice worksheet, pencils, template of
hundreds, tens, and ones chart, personal white boards, dry-erase markers, Chromebooks to use for
Balloon Pop Subtraction
Resources:
NVACS. (2012). Nevada Academic Content Standards. Retrieved from http://curriculum.wikiteacher.com/login.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events
1.

Identification of Student Prerequisite Knowledge and/or Skills:

The purpose of the lesson is for students to have a visualization of bundling ones into tens,

tens into hundreds, and hundreds into 1,000. The lesson will begin with fluency practice. I will
hold up a meter stick. Students will activate prior knowledge because we have done lessons on
measurement and have seen and counted with a meter stick. I will slide my finger to a whole
measurement on the meter stick. I will ask students to say the number and ask students to take
ten from that number or add ten to that number. I will do this several times. The next fluency
practice will involve counting by fives on a large plastic clock I have in the classroom. I also
have smaller clocks that each individual student can have. I will start at the 12 and have
students count by 5s around each number of the clock. The next fluency practice will be
counting by ones from a given number. For example, I will say 95 and the students will count
while I point my thumb pointing up. When I want the students to count down, I will point my
thumb in the down direction. Approximate time for fluency practice: 10 minutes
2.

New Knowledge and/or Skills to Be Taught:

Your objective for the math lesson today is for you to bundle and count ones, tens, and
hundreds.

3.

Modeling: I Do
I have a large wardrobe in my room that is full of math manipulatives. I have a drawer of
popsicle sticks that I will use for this lesson. I will sit at my kidney table and instruct the class to
turn their attention to me. I will dump the drawer of loose sticks onto my desk. Lets count the
sticks! How many do you think there are? Discuss your answer with your face partner. I will
call on a few students to give their answer. Do you have any ideas of how we could count the
sticks in a faster, more efficient way? I will call on students to give their answer. Discuss with
your shoulder partner if you think it will be faster to count the sticks by ones, fives, tens, or
hundreds and why. I will give sufficient time for students to discuss and call on students to give
their answer. I will show students how to count by ones until I have reached ten. I will take a
rubber band and make a bundle. I will make bags up ahead of time to give each student that
contain 10 sticks and one rubber band. Approximate time: 15 minutes

4.

Guided Practice: We Do
Now you all have a bag of sticks. Lets count how many you have. Students count and say 10!
Now we will make a bundle of 10 ones. Now each person at your table is going to give their
bundle to person A (Kagen groupings per table). Person A, I want you to count the bundles and
write on your white board how many you have. Pass your bundles to Person B and follow the
same directions until everyone has counted and you have an answer on your white board. We
will have a showdown when I see everyone is ready. I will give students ample time to count
their bundles and record their answers. I will say showdown and the students will all hold up
their white boards. I am able to see all answers quickly. They should have written 40 on the
board and I will work with one table since I have 19 students. We will then count all of the
bundles we have chorally. Approximate time: 20 minutes

5.

Independent Student Practice: You Do

Students will be given a worksheet that has sticks drawn in ones, bundles of ten, and bundles of
hundred. They are to record the number the see depicted in the picture. They will record how
many of each they have in a place value template. I will request to check out Chromebooks for
each of my students. This will be an independent practice that they should finish quickly. When
finished, students will have 10 minutes to practice on Balloon Pop Subtraction on Abcya.com.
Approximate time: 20 minutes

6.

Culminating or Closing Procedure/Activity/Event:

Once the students are finished, we will discuss the worksheet as a group. For example,
problem 1 lets read our first answer in units (2 hundreds, 3 tens, 6 ones). How do we say that
in standard form? (235) How many units are in a bundle of 10? (10 ones), how many are in a
bundle of 100? (10 tens) etc. We will discuss tomorrows lesson and I will pull small groups, if
necessary, during intervention time. Approximate time: 10 minutes

Pedagogical Strategy (or Strategies):

direct instruction, cooperative learning groups, partner work
Student Assessment/Rubrics:
I will know if students have met the objective for the lesson by circulating through the room while they are
counting their sticks. I will also know by looking at their whiteboards during our showdown time. I will
also have a class discussion at the end of the lesson. These are all formative assessments for my
instructional unit.