Cody Olsen

TCH_LRN 413
Learning Activities

Sequence of Learning Activities: (beginning, middle and end)

What will teacher be doing? What will students be doing?

I will go over the learning targets for the
lesson and let them know that we are
aiming to hit these targets as the lessons
moves on.
I will be showing (I do, you watch) how
to use the manipulatives to solve
problems that I write for them.
Students will be listening to directions on what
to do to complete the lesson. (I do, you watch)
Students will help the teacher finish certain
parts of the problems given. (I do, you help)
Students will come up to the document camera
and show, using the manipulatives, different
numbers to the entire class.

I will show the students how to do certain Students will perform the lesson, the handout,
parts of the problem and have them help using the eatable manipulatives that I have
me to find the answers. (I do, you help) prepared for them. (You do, I watch)

I will be walking around the room to see After the lesson the students can eat the
how they are doing with the problems manipulatives!
that they are assigned. (You do, I watch)

Learning Activity Procedure:

The learning strategy that I have selected is using manipulatives. This activity will be

teaching the 2nd grade students how to use manipulatives to find place values in given numbers

up to the hundreds place. On the whiteboard together, we will come up with a 3 column chart

labeling each of them with hundreds, tens, and ones. Making sure the students are

understanding each concept and asking constant questions.: Where does the hundreds place
belong? On the left, middle, or right? Can someone show me where it goes? After establishing

the column chart we have created together, I will write down a number and ask them where

each number belongs. If the number is 263. Where does the 2 belong, where does the 6

belong, and where does the 3 belong? Now that we have established this part of the lesson, we

can move on to using manipulatives to represent each number. I will hold up the small cubes,

the minis and ask, what do these represent? The ones that is correct! What do the long

skinnies represent? The tens Good job! Finally, what do the flats represent? The

hundreds Nice!

Okay, now I am going to give you all the same number as we did before and lets walk

through this together. Lets use the number 263 again. What place value is the 3 in? The ones

So, what do we need to use? 3 minis (ones) lets put them in the ones column. Now what

do we need to represent the 6? 6 skinnies (tens) and now the 2? What does that represent?

2 hundreds Good! So we can put 2 flats (hundreds) in the hundreds column. Now lets go

over this. We have 2 Hundreds, 6 Tens, and 3 Ones. The total is 263!

Good job everyone! Does anybody have any questions?

(We can go over a few more numbers together to clarify any problems anyone might have)

Now I will hand out a few papers. One of the papers has numbers ranging in the hundreds on it.

The other paper has three columns labeled Hundreds, Tens, and Ones. I will now handout 3

lunch baggies to each student with crackers representing the hundreds place, pretzels

representing the tens place, and mini marshmallows representing the ones place. Explaining to

my students that they will be able to eat them after the lesson is over.
The last 4 problems on the paper are addition problems and this will test their ability of using

the manipulatives to add two numbers together in the hundreds.

The entire time, I will be walking around assessing the students and answering any questions

they might have for me.

Language Objectives:

Students will build a number using base-ten phrases (ones, tens, hundreds) with
manipulatives.
Students will justify their answer with the model they created using base-ten vocabulary
(ones, tens, hundreds) in a discourse.

Assessment:

Content/Language Objectives Assessment Strategies

Content example: SWBAT use saltines,
pretzel sticks, and mini marshmallows
(manipulatives) to show that they understand
place value of numbers up to the hundreds
place.
Formative- Teacher will walk around the
room and observe that students have correctly
shown how to use manipulatives and know
the place value of each manipulative.

Content example: SWBAT show numbers in
the hundreds using the manipulatives.
Summative- Students will be given a number
on the document camera that they will have to
show on a piece of paper. Students will glue
the manipulative in the correct place value
section and turn in for an exit slip.

Language example: Students will build a Formative- Students will then create their
number using base-ten phrases (ones, tens, own number using the manipulatives and the
hundreds) with manipulatives. teacher will walk around and check their
name off as they complete the task given.

Language example: Students will justify their Summative- Students will explain their
answer with the model they created using answer orally from their model that they
base-ten vocabulary (ones, tens, hundreds) in created using base-ten vocabulary.
a discourse.