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Subject(s):
Math
Standard(s):
Numbers and Operation in Base 10
2.NBT
Date: 10/5/2016
Single/Multi-Day Lesson:
Single
b. Volunteers will express thoughts to the class. Thoughts will be put into writing on the white
board in front of the class.
Step #2: Introduce Place Value Correlation
a. Students will demonstrate correlation to place value up to the hundreds place and numbers
in base ten. Which rods represent which place value? Did you notice anything about the
place value and the size of the rods?
b. Assess understanding by walking around the class and observing their progress.
Step #3: Direct Relationship
a. Students will now be asked to build numbers beginning from single-digit to two-digit
numbers using their rods and separating them by their place value. What numbers did you
build? Which rods did you use to represent the different parts of the numbers?
b. Students will explain their numbers orally to the class speaking in terms of place value.
Step #4: Working with three-digit numbers.
a. Students will build three-digit numbers using rods while recording their numbers by tracing
their rods on paper to represent the number. Which rods did you use and why? What do the
different rods represent?
b. Teacher will monitor activity to check for understanding of place value in correlation to
three-digit numbers.
Step #5: Analyze
a. What is the relationship that the rods have to three digit numbers in terms of place value?
b. Students will put their explanation into writing in a journal in order to demonstrate complete
understanding. How do the rods represent place value and how are they used to help
understand place value?
D. APPLICATION ACTIVITY (Practice and/or Reflection):
a. Steps 4 & 5
E. MATERIALS & RESOURCES:
a. Cuisenaire Rods
b. Pencils
c. Markers
d. Paper (blank)
e. Vocabulary chart
f. Journal
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: listen to student responses during lesson while checking for understanding.
Summative: students will evaluate and support their reasoning in their journals on how the
Cuisenaire Rods represent place value as well as give a few examples.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visuals
Partners
Hands on activity
Speak slowly for EL students to understand
VII. HOMEWORK (IF APPROPRIATE):
No formal homework