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Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Roy Lara

Subject(s):
Math

Standard(s):
Numbers and Operation in Base 10

2.NBT

Date: 10/5/2016
Single/Multi-Day Lesson:
Single

Understand Place Value

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 tenscalled 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).
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Writing Standards K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information
from experiences or gather information from experiences or
gather information from provided sources to answer a
question.
I.
DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or
Principle):
Understanding that a digit in a three-digit number represents place value (Fact).
II.
LEARNING OUTCOME (Objective):
The students will name the place value of a single digit in a three-digit number while being
able to explain, in writing, what the digit represents.
III.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
In the prior lesson students learned that Cuisenaire rods directly correlate to place value
In the following lesson students will demonstrate/explain their understanding of place value
by using their favored method (Cuisenaire rods, written words, etc.)
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Students will be given Cuisenaire rods to explore and
analyze without being given any direct instruction about the Cuisenaire Rods. In pairs, students will
talk to a neighbor about what they discovered about the rods. Volunteers will share their knowledge
to the class. Thoughts will be written on the white board in the front of the class.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1: Analyzing Cuisenaire Rods
a. Class will analyze Cuisenaire Rods and think about their relation to whole numbers from 1
digit to three digits. What did you notice about the rods? What do you think the rods
represent? How can you classify the rods into groups?
*Note: Use CTRL + TAB for indents in outline format.

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