Terilyn Bufkin

Date of Lesson: October 8, 2018

2nd Grade Math Lesson Plan
Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]

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:

2.NBT.1a. 100 can be thought of as a bundle of ten tens—called a “hundred.”

2.NBT.1b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds

2.NBT.1c. Show flexibility in composing and decomposing hundreds, tens and ones (e.g.
207 can be composed from 2 hundreds 7 ones OR 20 tens 7 ones OR 207 ones OR 1 hundred
10 tens 7 ones OR 1 hundred 9 tens 17 ones, etc.)

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]

 The students will be able to identify place value.
 The students will be able to group base ten blocks into hundreds, tens, and ones to
model two and three digit numbers.

2. Assessment [based on Student Learning Objective]:

Objective 1 Objective 2
[if needed]

Assessment Place Value Bingo

Score/Level/Criteria N/A
needed to master (Informal Observation)
Objective

Scoring Guide Each student will have a bingo card and chips. As I
call out a place value, the students will check their
numbers on their card to identify if they have any
numbers with that particular value. (Ex: I call out “3
in the hundreds place.” The student will look to see if
they have that value highlighted on their card, and
once the student fills four in a row, I will look over
their chips to make sure they have placed them
correctly.

3. Description of Classroom Environment

Arrangement of -Well organized, easy to get around
Classroom -Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
 Terilyn Bufkin
Date of Lesson: October 8, 2018

-Library is located next to the teacher’s desk

-Word Wall is located at the back of the room
-Manipulatives and Computers are located in a cabinet next to the
word wall
-Clip chart for math and reading rotations is located next to the
horseshoe table at the front of the room by the smartboard
-Place Value Video:

Technological -Chromebooks (5)

Resources -Smartboard

Instructional -Base ten blocks (enough hundreds, tens, and ones so that every
Resources student has 10-ones, 10-tens, and 1-hundred)
-Anchor Chart
-Place Value Mat/Chart
-Place Value Bingo Card
-Bingo Chips (25 per student)

Environmental -Classroom door open/closed

Distractions -Disruptive and defiant students
-Weather
-Windows that face outdoor recess

4. Description of Students
ELL 1 male student
1 female student

IEP [speech, PT, OT, gifted, 1 male student (Speech)

academic]

Behavior 1 male student is easily distracted and needs extra

encouragement to work
1 male student is moody, usually for attention
1 male and 1 female that are clingy
 Terilyn Bufkin
Date of Lesson: October 8, 2018

Other Male (4) Female (1)- 5 students total

[e.g., gender] 1 - Puerto Rican
4 - Caucasian

Direct Instruction/Gradual Release

Introduction
Anticipatory Set
 I will display the anchor chart that I have
created.
 Questions to create critical thinking:
- What do you know about 2-digit
numbers?
- What do you know about 3-digit
numbers?
- Have you ever heard of the base ten
system?
 Today, we are going to be reviewing/learning
about 2-digit and 3-digit numbers using
something called the base ten system.
 I want you to face your table partner, and
discuss what you know about 2-digit
numbers. You will have one minute to come
up with an answer! Can someone raise their
hand and tell me what they discussed with
their partner?
 Now, I want you to face your table partner
again, and discuss what you know about 3-
digit numbers. You will have one minute to
come up with an answer! Can someone raise
their hand and tell me what they discussed
with their partner?
 I am going to show you a quick video explaining the base ten number system.
 In the United States, we use something called the base ten number system. This means that
we have organized the way our numbers work by tens. Can someone raise their hand and
tell me what they know about counting by tens? Why is this helpful?
 We are going to reflect on what place value is. Each of you are going to have a place value
mat, with 1-flat (hundred), 10-rods (tens), and 10 bits (ones).
 Before we begin, I want you to know that we are using these models to represent quantities
(an amount).
 I am going to start by showing you the place value blocks, showing ones, tens, hundreds,
and a thousand cube to show how they all work together in a number system. For example:
There are ten of these (one cube) in this (ten rod). Since a ten rod is notched, I will give each
of you a couple seconds to count the ones in your ten rods.
 So how much is this? (shows a bit). How much is this? (shows a rod)
 Now we are going to continue with our base ten system. There are ten of these (ten rod) in
this (100 flat) and that makes what?
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Date of Lesson: October 8, 2018
 Do you think we can count by tens to figure out what number that is? Laying each ten rod
right on top the 100 flat, we count together by tens (I will choose a student to go to the
board and make tally marks to create concrete proof that we have counted by ten, ten
times).
 So, let’s go back for a moment. (I return to the cube and ask this question) How many? We
are going to continue on through the 100 flat. With this same type of model, we are going to
demonstrate the thousand cube.
 (Show the students one individual ones cube) What does this represent and where do you
think you should put it on your place value mat? (Students should place the bit on the ones
place on their place value mat).
 When we get to ten cubes in the ones place, what do you think we do next?
 When we place ten cubes in the ones place, it becomes overloaded. When this happens, the
ten ones “magnet” together to form a rod of ten. (Students will place ten ones cubes in a line
and then compare them to the tens rods) Can you see the similarity?
 Here are 10 ten rods. I want you to think silently and be ready to explain how these would
come together into a hundreds flat. Do you see a pattern? How many hundreds flats do you
think would make a thousand?
 (We will continue practicing with different numbers, and each student will use their place
value mat to model each one)
Communication of Objectives
 The students will group base ten blocks to model 2 and 3-digit numbers by using hands-on
practice and repetition. Once the students understand place value, and what each number
represents in the base ten system, we will practice by playing bingo. (Place Value Bingo)
Input
 I will provide a foundation of knowledge on the base ten system, while allowing the
students to share their previous knowledge on 2-digit and 3-digit numbers.
 I will explain to the students that each number has a place value, and can be modeled by
using base ten blocks. I will inform them that there is a specific pattern when grouping base
ten blocks. For example: If we have the number 29, we will have 2-ten rods, and 9 bits. If we
wanted to make this number 30, we would have to trade out the ten ones for a ten rod,
creating 3-ten rods, and 0 bits.
 I will refer back to the anchor chart, to redirect students that are struggling, as well as their
place value mats.
 I will explain to the students that there is a way to model each number. I will spend a lot of
time reviewing how each digit has a value, and then begin practicing building together.
Modeling
 When discussing what the base ten system is, I will model by breaking down each place
value, what each model stands for (bits, rods, and flats), and how this can be applied with 2
and 3-digit numbers.
 I am first going to explain the place value of each number (Ex: In the number 120, the 0 is in
the ones place, the 2 is in the tens place, and the 1 is in the hundreds place).
 To dive deeper, I am going to show the students concrete models that will represent each
place value. (Thinking aloud: In front of me, I have a flat, rod, and bit. The flat represents
100, the rod represents 10, and the bit represents 1)
 I will pull out a place value mat, and explain how to use it. (Think aloud: Each concrete
model will be placed in a certain section on the mat. We now know what each model
represents, so all you have to do is place that model where it needs to go. For example, I am
going to represent the number “146” by using base 10 blocks. On the place value mat, I will
 Terilyn Bufkin
Date of Lesson: October 8, 2018
place the hundred block in the hundreds place, four rods in the tens place, and 6 bits in the
ones place.
 In order for the students to understand what the base ten system is, they have to know why
the ten bits turn into a ten rod, and why 10-ten rods turn into a hundred-flat.
 I will place ten-bits next to a ten-rod, and explain to the students that these are similar, as
well as if we placed ten-rods next to a hundred-flat.
 I will write the number 29 on the board, and show the students how to make this number
into 30. (I will trade out the ten bits for a ten rod, which will leave us with 3 ten rods and 0
bits)
 Next, I will write the number 99 on the board, and will show the students how to make this
number into 100. (I will trade out the ten bits for a ten rod, and since there will be ten bits,
we will trade them out for a flat. The hundred flat, 0 rods, and 0 bits will now represent
100).
Guided Practice
 As a class, we will practice and review the content until students are familiar with the base
ten system.
 After I model how to use the base ten blocks, the students will practice with guidance.
 I will first write the number “157” on the board, and the students will arrange their blocks
accordingly. (The students should have placed 1-flat in the hundreds place, 5-rods in the
tens place, and 7-bits in the ones place)
 For the students that aren’t grasping this concept, I will break down each place value, and
count to see what they are missing.
 We will practice using our mats two more times. I will write the numbers “199” and “100 on
the board, and observe.
 After the students have mastered their place value mats and understanding the base ten
system, we will move on to the bingo game.
Checks for Understanding
 Questions to consider:
What is the base ten system?
How can we use models to identify place value?
 As we work on the base ten system, I will check for understanding through informal
observation. Is this student using their models correctly?
Independent Practice/Assignment
 After reviewing the content, the students will practice what they have learned.
 The students will play a game because it will keep them engaged, while I walk around to
check for understanding and questions.
 The students will play the game Place Value Bingo. Each student will be given a card and a
handful of chips. (These cards will be in a plastic sleeve for protection)
 I will have a bucket of numbers, and each piece of paper will have a number on it. I will
explain to the students that each number will have a highlighted place value. (For example:
If I call the number 1 in the hundreds place, you will look to see if you have a highlighted 1
in the hundreds place for any of your numbers on your card).
 The goal of bingo is to get four in a row, therefore, I will show the students what that looks
like before they start independently.
 If the game becomes “too easy,” I will change the game to “cover all,” where the students
have to cover the entire board instead of just getting five in a row.
 Once the students get four in a row, they will call out “Bingo!” When a student gets BINGO,
they will read their winning numbers and I will check to make sure that they have them all
correct. We will play this game a few times, or until the timer runs out.
 Terilyn Bufkin
Date of Lesson: October 8, 2018
Closure
 Once finished playing the Place Value Bingo game, the students will put away their supplies
and talk with their table partner about why they think we learned about building numbers
and place value. This will allow me to listen to their conversations and their understanding
of the lesson. Students will then share their discussion.
 Closing statement: I will inform the students why it is important for them to understand
why they are learning base ten. Base ten will be used for the rest of your lives (in third,
fourth, fifth grade, and so on!)

5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
Who? What will I How will I differentiate?
differentiate?

ELL male  content I will give these students more time to identify the correct base
and female  process ten model, if needed. If the students are confused, I will scale it
student  product back and break the concept down even further. (work with two
digit number more in depth, and then move on to three digit
numbers)

 content
 process
 product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I How will I differentiate?

differentiate?

None  content For the students that grasp the content much more quickly
identified  process than others do, I will have them play the bingo game one time
at this time  product with the entire group. Afterwards, I will group the higher-level
students together, and have them play bingo using a much
more advanced bingo card. I will have a bucket of numbers, and
the students will take turns picking out a number, and continue
playing until someone has five in a row.

 content
 process
 product
 Terilyn Bufkin
Date of Lesson: October 8, 2018

5. Integration within and across content fields with the goal of extending student learning and
fostering a deeper understanding of the content.
Within Content Fields [if applicable] Across Content Fields [if
applicable]

Math is integrated with Math when the students acquire _ [content field] is
knowledge about the base ten mathematical system, and how to integrated with _ [content
use base ten blocks to model 3-digit numbers. field] when _.

6. APA Reference List: