Indiana Wesleyan University

Elementary Education Lesson Plan

Danielle Witkowski

Unit Big Idea: Teamwork Makes It Work

Lesson Rationale
 In this lesson, students are going to manipulate with numbers to translate them into
different forms to deepen their understanding of the digit’s and number’s overall value. In
addition, the concept of place value including the conceptual understanding of thousands,
hundreds, tens, and ones is fundamental to other operations such as multiplying and
dividing larger numbers.

Readiness
I. Goals/Objectives/Standard(s)
A. Goal:
1. Students will use expanded form, standard form and unit form to represent
a number.
B. Objectives:
1. Given up to a 4- digit number in standard form, students will use expanded
form or unit form to represent the number.
2. Given up to a 4- digit number in unit or expanded form, students will use
standard form to represent the number.
3. Given up to a 4-digit number, the student will identify the appropriate
place value.
C. Standard:
1. MA.3.NS.1 - Read and write whole numbers up to 10,000. Use words,
models, standard form and expanded form to represent and show
equivalent forms of whole numbers up to 10,000.

II. Management
Materials:
 Bags of cotton balls (513, 153, 351)
 Set of Base 10 blocks
 Place value foam circles
 Anchor chart
 Place value foldable supplies
 Markers
 Construction paper
 Groups/Timer PowerPoint
 House worksheet
 Big dice
 Sets of dice
 Modified deck of cards (no jokers)
  Kahoot
 https://play.kahoot.it/#/k/22b2fb93-17ce-4627-8e30-8d4909b71183
 IXL curriculum
 https://www.ixl.com/standards/indiana/math/grade-3\

Time per element:

 Anticipatory Set – 5 minutes
 Instruction – 45 minutes
 Assessment/Closure – 10 minutes

Space: The students will begin at the carpet, then transition to the stations around the
room, my small group table, Mrs. Armstrong’s small group table, another square table in
the back and their desks. The assessment and closure will also occur at their seats.

Behavior: The classroom utilizes a system of a clip chart. When the student demonstrates
an inappropriate behavior, first the student is given a warning. Next the student will clip
down on the chart. The first clip down is a warning and they lose 1 Classroom Dojo
point. The second clip down is spending recess in study hall and losing 2 Classroom Dojo
points. The third and final clip down is a call home and/or being sent to the office. If a
student demonstrates positive behavior, they can be moved up the chart earning 1, then 3
then 5 points.

Groups:
Group 1- Gabe, Khloe, Kipton, Ariyah, Laney
Group 2- Joseph, Harlei, Laila, Wheatley
Group 3- Raegan, Corbin, Raider, Karter, Keagan
Group 4- Bently, Aliyana, Libby, Jacei, Triden

III. Anticipatory Set – Order Matters

 Ask for 3 volunteers. Give one “Bag A” with 153 cotton balls, another “Bag B” with 513
cotton balls and the “Bag C” 351 cotton balls. Write the numbers 153, 513, and 351 on
the board.
 “These are all equal right? Each number has a 3, a 5, and a 1 so they have to be equal!”
Wait for student response. “Turn to a shoulder partner and talk to them for a bit about
why these numbers are or aren’t equal.”
 Give the students about 2 minutes to talk. Keep an eye on conversations to make sure all
students are staying on task. Call on a few students to share their thoughts and what they
talked about with their partner.

IV. Purpose Statement: “Today we are going to work on writing numbers in different ways to
help us better understand what each digit in a number is worth so we can work with bigger
numbers more easily.”

Plan for Instruction

V. Adaptation to Diverse Students
 Four students in the class (H, G, KA, and M) have ADHD so I need to keep them actively
engaged by using manipulatives and strageties like think-pair-share to keep them focused
and working.
 KY is an ELL student, so I accommodated him by providing many ways to communicate
the information, written and oral, as well as graphic organizers to remind, give examples,
and explain more concretely what is being taught. I plan to keep the anchor chart up for
the entire lesson and stations, the students will create a foldable for place value and they
will also work with base 10 blocks, so these visual aids will help KY grasp the concepts.

VI. Lesson Presentation (Input/Output)

 Mini-Lesson
 Hang up anchor chart on the whiteboard in the front of the room.
 “The order the digits come in when they are written or said in a number is very
important! Their place tells us how much that digit is worth. Point to each place as it is
explained. “This is the thousands place, so this place will tell you how many groups of
1,000 you have. This is the hundreds place, so it’ll tell you how many groups of 100 you
have. The tens place will tell you how many groups of tens you have, and the ones place
will tell you how many ones. Now there are many different ways to represent numbers
than what you’re used to which is standard form, right here. Say standard form with me,
standard form.
 “There are several different ways to represent numbers. Another way we can represent a
number is by using a model such as base 10 blocks. A cube represents 1,000, each square
or flat represents 100, each long represents 10 and each unit represents 1. For example,
our number here is 1,258 so we will have one cube representing 1,000, two flats
represent 200, five longs for 50, and 8 units for 8 ones. “
 “Model form is a physical representation for both expanded form and unit form. In the
top right corner here, we have expanded form where it breaks down the number into the
thousands plus the hundreds plus the tens plus the ones so 1,000 plus 200 plus 50 plus 8
equal 1,258. Unit form is a simplified version of both of these. Just take the number in
each column and put the label after it. There is a 1 in the thousands column so there is 1
group of 1,000, there is a 2 in the hundreds place so there 2 groups of 100, there is a 5 in
the tens place so there are 5 groups of 10, and 8 groups of 1.”
 “Although we have used 4 different ways to represent this number, it is still the same
number 1,258 just written and expressed in different ways. Don’t worry if this doesn’t all
quite click or make sense right now we’re going to be talking and practicing today during
stations.”
 “Does anyone have any questions at this point?”
 Explain Stations
o “Okay we’re going to shift gears and go into stations. We’re going to have 4
stations today: station 1 is going to be with me working more with models and
base 10 blocks, station 2 is going to be back with Mrs. Armstrong doing another
activity, the third station will just be at your desk working on IXL like you
typically do. The last station you will be working with partners or small groups.
You can work at the back table or at the carpet. If it gets too crazy, out of control
 or loud you’ll have to go back to your seat and do it on your own. We’re going to
go through and practice what is expected in the partner station. At your partner
station since you’re in groups of 4 or 5 you’re going to have two groups of two or
one group of two and one group of three. When you’re doing this activity, you
need to keep a low voice and work cooperatively with your partners.” Pull up the
worksheet on the document camera or simply draw a similar problem on the
board using the same “house” structure. “You’re going to roll the dice and fill in
each spot in the house, you can fill the slots in each house in any order you want
to!” Demonstrate by having volunteers roll the big dice and fill in each spot in a
house. “Now that all of the slots in the house are filled, let’s figure out the
expanded form, and unit form.” Walk the students through finding each form of
the number.
o “Take a look up at the screen and see where you go first. We are going to do
similar stations as you typically do during math time. At the end of each station
there will be a 1 minute clean up timer. By the time our 1-minute timer goes off, I
need your area cleaned up and you sitting at your station ready to switch and we
will all switch together. Point to where you go first.” Double check students are
right. “Okay go ahead and head to your first station!”
 Station 1: The students will work with me to solidify the idea of place value using base
10 blocks to kinesthetically manipulate and visually show the different place values.
o We will briefly review each place and what each block (cube, flat, long, and unit)
represents then work with base 10 blocks to create different numbers and
manipulate between numbers.
 153, 271, 196, etc.
 Station 2: House Worksheet (explained above and attached below)
 Station 3: Place Value Accordion “Helper” and Card game with Mrs. A
o The students will create a place value accordion “helper” by folding a piece of
paper into 4 equal parts and labeling the columns thousands, hundreds, tens, and
ones (picture below)
o The student will draw 3 cards from the deck and place them in front of him/her.
The students will use the foam place value circles (pictures below) to represent
the number.
 Station 4: IXL (online curriculum implemented and required by school)
o Goals to complete today
 3-B.5: Convert to/from a number
 3-B.7: Convert from expanded form
 Each station will last 10 minutes with 1-minute transitions in between each station. The
groups will be posted on the screen and there will be a timer set for 10 minutes. When the
station timer goes off, it will switch to a 1 minute clean up timer for the students to tidy
up their area and be ready to switch. I will have the students point to where they are
going before they move.

VII. Check for Understanding

 “Clean up your last station and head back to your desks! When you get there
please log onto Kahoot and type in the code on the screen, making sure to
capitalize only first letter in your first name.”
  Play the prepared Kahoot game with students. The Kahoot includes questions
about place value as well as a few 5s multiplication problems since they are also
working on these in class and are working toward fluency.
o https://play.kahoot.it/#/k/22b2fb93-17ce-4627-8e30-8d4909b71183

VIII. Review Learning Outcomes/Closure

 “Today we talked about how to represent numbers in different ways. Who can raise
their hand and tell me one way you can represent a number?” Allow time for student
response and fill in any gaps the students miss in their explanations. “Do you have
any last questions?”
 “If you have Miss Sharon for math in the afternoon please grab your laptop and line
up.”

Plan for Assessment

 Formative
o Kahoot
 Give numbers in varied forms and have students select the same number in
a different form.
 Give a number and ask how many thousands, hundreds, tens or ones.
o Answer questions during the minilesson as they occur.
o Observe students and listen to conversations

Reflection and Post-Lesson Analysis

1. How many students achieved the lesson objective(s)? For those who did not, why not?
After reflecting on my lesson and compiling my assessments, my students seemed
to have a better grasp on unit form, working with base ten blocks and the names
of the places but seemed to struggle still with is the expanded form. Several had
the misconception, for example, when writing the expanded form for 3,587 many
write 3+5+8+7 instead of 3000+50+80+7.
2. What were my strengths and weaknesses?
Strengths – I think I am confident in the classroom and the students respect me as
a teacher. I was well prepared for my lesson and got into the groove and made a
few on the fly changes according to my students’ needs during the small group
time.
Weaknesses – I need to be aware of the speed of my speech when I teach and be
consistent with language as well as how much information I give at one time to
help students process the information more fully.
3. How should I alter this lesson and pace it differently?
Ideally, I would like this lesson to happen over several days so I could take a day
to work with each form and have longer small group time to use real world
examples and give several ways of thinking and processing to help the students
grow in their conceptual knowledge of place value.
4. Were all my students actively participating? If not, why not?
Yes, I believe all my students were actively participating. A few students during
my small group time got discouraged or a little off task but I was able to get them
 back in with individual attention, scaffolding to what the rest of the students were
doing. I was particularly worried about G and C but they had stamina and did a
great job after a little pep talk, building with their blocks as they worked, and
some individual attention during the small group time.
5. What adjustments did I make to reach varied learning styles and ability levels?
I have huge ability gaps in my classroom as I have students who are at
Kindergarten and 1st grade levels for math and reading but also students
6. How could I strengthen my anticipatory set?
I think I could strengthen my anticipatory set by using an example that is more
applicable to the students’ lives such as candy bars or something they have more
experience, so they could see and react to the differences between the two
numbers with the same digits.
7. How could I pre-correct behavior better?
I could pre-correct behavior better by giving clearer expectations before starting
at the stations overall and before the students begin at my station especially when
working with manipulatives.
8. How could I make my lesson delivery clearer?
When delivering my lesson, I need to slow down my speech and be intentional
with my words. When I speak too fast, many of my students are not able to
comprehend and process what I am explaining so this is something I need to pay
close attention to while I teach.
Anchor Chart

Place Value Foam Circles

Place Value Foldable