Joni Haraga EDUC 614 March 12, 2013 Understanding by Design (UbD) Lesson Plan Identifying Information Lesson

Information Classroom teacher (CT): Joni Haraga Grade (K-12)/Developmental level: 2 Date lesson will be taught: 2/14/13 Lesson topic: Place Value Lesson subject area: Mathematics Stage 1 - Desired Results Goals/Big Ideas Students will learn that the number system is based on groups of 10. They will be able to identify place value of numbers up to 1,000 and identify ones, tens, and hundreds. They will be able to see a pattern emerging: 10 ones, moves to the next place value (tens) 10 tens, moves to the next place value (hundreds) 10 hundreds, moves to the next place value (thousands) The students will also see the relations between the place values and understand that numbers can be represented in different combinations. For example, 120 = 12 tens = 1 hundred and 2 tens = 120 ones. Essential Questions What questions highlight the big ideas? How much are these cubes, rods, or flats? (Place value) What is the value of this digit? What happens if I have more than 10 ones? More than 10 tens? More than 10 hundreds? Are there other ways that you can represent your number using different combinations? Common Core State Standards (CCSS) 2.NBT.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. 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).

Hawaii Content and Performance Standards (HCPS III) MA.2.1.1 Represent whole numbers up to 1000 in flexible ways (e.g., relating, composing, and decomposing numbers), including the use of tens and hundreds as units Skill Acquisition (Objectives)

Students will be able to identify place value of numbers up to 1,000 ones, tens, and hundreds. Students will be able to understand that values of a number depend of the place value of the number. Students will be able to understand that numbers in a specific place value that go 10 or more move up to the next value. Students will be able to understand that numbers can be represented in different combinations. Stage 2 - Assessment Evidence Performance Tasks What tasks will students be able to do to demonstrate understanding? Students will demonstrate understanding through use of Base 10 blocks to show place value ones, tens, and hundreds. They will be able to create numbers up to 1,000 and be able to adjust the manipulative when it goes 10 or higher up to the next value. Students will demonstrate that they are able to move between the ones and tens, tens and hundreds and not adjust their total value. Other Evidence What other things can students do to show what they know? Students can demonstrate higher levels of understanding by being able to compare the numbers and identifying which is: less than, greater than or equal to, and use symbols to show relation. Students will be able to explain and use reason to show knowledge and understanding of place value when comparing. For example, student will be able to compare the numbers by looking at hundreds place first, then tens place, and lastly, ones place. Students will also be able to see that the different combinations that they make for a number can be related to addition (combining) and subtraction (taking away). Self-Assessments What ways can students check understandings to set future goals? Students can check for understanding through use of Base 10 blocks. Paired groupings and small group assignments can help students work with one another to increase their learning. Stage 3 - Learning Plan Learning Activities What will the students do during the lesson so that they achieve the stated goals? Opening (5 minutes): Today, we will be learning how to show hundreds, tens, and ones using models or Base 10 blocks. Showing them the cubes, rods, and flats, I will write down 5 on the white board and hold up a 10s rod: can you use a 10s rod to show this number? Why? How can I show this number using Base 10 blocks? First, work with your partner to answer the following questions (see below)? You will have 10 minutes to work together to figure this out. Write down your answers in your math journals.

Review (10 minutes): Paired groupings - to check background knowledge and understanding, the students will be given Base 10 blocks cubes, rods, and flats. They will be answering the following questions: How many ones make 1 ten? How many tens make 1 hundred? How many hundreds make 1 thousand? Whole class (10 minutes): Once the students have reviewed, we will regroup. Did anyone notice a pattern? What pattern did you see? On the white board, I will write a 3digit number, such as 378. How can you arrange your blocks to make this number? How many hundreds? How many tens? How many ones? Where do I write the number for the hundreds place? Where do I write the number for the tens place? Where do I write the number for the ones place? Is there another way that I can arrange my blocks and keep the same number value? I will also show them how I would like for them to draw their blocks on their papers as follows: = 100 = 10 =1

Each student will be given a handout that shows a place value chart hundreds, tens, and ones (Figure 1). I will be giving you two cards with 3-digit numbers written on them. Your task is to create as many different ways to make your number using your blocks. On your worksheet, you will record your results for your arrangements. Try to come up with as many different ways possible for your 3-digit number. The one rule that must remain constant is that you may not add or remove any blocks from your original count. Your newly created numbers must be made with the same amount of blocks that you started off with. Do you have any questions? How will you guide the students? I will guide students by ensuring that they are counting the blocks properly and placing their written numbers into the correct place value. I will encourage them to try to build as many different arrangements as possible without duplicating their work. I will have them check their answers by counting all their blocks to be sure that they did not add or take away from their original amount and that their arrangements match their card number. I will use the rubric provided in Figure 2 to help students keep on task and know which direction they should be moving in their work. What resources are needed? (These should be identified as part of the learning activities, but should be listed and further described in the section below.) Base 10 blocks, place value charts, worksheets and math journals will be needed. How will you meet the needs of learners at various stages of development during this lesson? (How will you differentiate instruction?)

Low learners I will have them work with 2-digit numbers to get a better grasp of the concept. Once they feel more comfortable, I will have them move to 3-digit numbers. The 3-digit numbers will be similar in one of the place values until they feel comfortable with these numbers. For example: 379, 372, 377, etc. Then move to changing the tens place, then the hundreds place. High learners I will challenge them by having giving them cards that mix up the order of the place values i.e. 6 ones, 5 hundreds, 2 tens. I will also have them start looking at comparing the numbers and try to place them in order from least to greatest. They would also explain how they decided which place value determined their decision for the order.

Resources used in planning the lesson Pearson Scott Foresman, (2010) enVision math-grade 2. Upper Saddle River, NJ: Pearson Education, Inc. Van De Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2013) Elementary and middle school mathematics-Teaching developmentally. Boston, MA: Pearson Education, Inc. Resources used in teaching the lesson Base 10 blocks, place value chart, various number cards (hand made), worksheets or math journals to record answers. Stage 4 - Reflection Reflection on lesson development How did creating this lesson plan help you grow as a teacher? Creating this lesson plan is different from what I expected. Prior to creating this lesson plan, my main purpose was to ensure that the students had an activity that would be engaging. As I worked through this lesson, it became apparent that having a goal, matching the lesson to benchmarks, creating problem solving, and being are important for successful learning. Creating a lesson plan is helpful because it allows me to build a lesson around a specific goal to enhance students learning. The lesson plan helps to ensure that my goals are aligned to Standard. I will also be encouraged to think beyond the current days lesson to allow me to build lessons that will give my students opportunities to grow as learners. If you taught the lesson Why was this lesson effective? As I was observing the students work, I noticed that the lesson was different from what they were used to. They were used to a more teacher led and directed lesson. This lesson had them thinking, working with others, and trying to come up with a variety of ways to build their numbers. Many students were having difficulty building their numbers and explaining their reasons because they were unaccustomed to doing such an assignment. The students were more engaged than usual and seemed to have been enjoying what they thought was a release from the normal lecture/worksheet lesson. The lesson effective because the students were engaged and thinking. They were are of the purpose of the lesson and what they were to achieve.

What would you change in the future, and why? The only thing that I would change for future lessons is to allow more time for students to journal their thoughts and experience with this lesson. It would be interesting to see what they learned from it, how they can build their learning from this lesson and what they thought was interesting and not interesting. If you did not teach the lesson What are the strengths of this lesson plan? What modifications might be needed?

Figure 1. Hundreds, Tens, Ones Place Value Chart Number: __________ Hundreds Tens Ones Number: _________ Hundreds Tens Ones

Number: __________ Hundreds Tens Ones

Number: _________ Hundreds Tens Ones

Number: __________ Hundreds Tens Ones

Number: _________ Hundreds Tens Ones

Number: __________ Hundreds Tens Ones

Number: _________ Hundreds Tens Ones

Rubric for Place Value Lesson 4 Place Value I can consistently use place value models to show numbers with values up to 1,000. 3 I can somewhat use place value models to show numbers with values up to 1,000. 2 I can use place value models to show numbers with values up to 1,000. 1 I am inconsistent when using place value models to show numbers with values up to 1,000. I can show 1 way to represent 3 digit numbers.

Number Sense

I can represent 3 I can somewhat digit numbers in a represent 3 digit variety of ways. numbers in a variety of ways. I can group 3 digit numbers by 100s, 10s, and 1s efficiently. I can group 3 digit numbers by 100s, 10s, and 1s somewhat efficiently. I can work collaboratively and cooperatively some of the time with my partner. I write somewhat clearly and explain some of my thoughts with detail.

I can show a few ways to represent 3 digit numbers differently. I can group 3 digit numbers by 100s, 10s, and 1s with a few errors.

Grouping

I am inconsistent when grouping 3 digit numbers by 100s, 10s, and 1s.

Group Work (Partners)

I can work collaboratively and cooperatively at all times with my partner.

I can work collaboratively and cooperatively little of the time with my partner. I write a little clearly and my explanation is confusing.

I work independently without my partner.

Journal Writing I can write clearly and explain my thoughts with detail.

I write unclearly and have no explanation.