Grade: Grade 2 Subject/Unit: Mental Math/ Place

Teacher: Miss Feehan Value

Lesson: 20 Minutes, Nov 27th 2018

Desired Results (what will students learn?)

Essential
Question(s) What is the number of this pile?

Develop Number Sense:

Learning 7. Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.
Outcome(s)

Students will be able to:

Lesson
1. Analysis tens and ones blocks to find the place values
Objective(s) 2. Demonstrate the correct placement of tens and ones on the chart.

Assessment Evidence (how will you determine student learning?)

Summative Formative Observations during pair work
N/A
Assessment Assessment Verbal questions and responses

Learning Experiences/Opportunities (what will students do to learn it?)

Ten Blocks
Math Pockets
Ed TV Screen Resources Red solo cups
Tech Camera to Prepare Block Worm
Dry erase markers
Tens/ones chart
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
Get students attention by singing the Tens and Ones Song
Assessment of Prior Knowledge
Yesterday what did we work on?
We had cups with one block and tried to find out amount.

What were the steps we did to achieve that?
Like the song says:
-1. First you count up all the tens
-2. Then you add all the babies to the end

Activity #1: Tens and Ones Numbers:

Teacher Prompts/Cues/Explanations 25
42
1)Re-Introduce block worm to the class. 19
Have a student hold up the worm.
Ask if they notice anything with the block worm that is similar to something
they have seen.
They will connect to the tens block.
Where would you put block worm of our tens/ones chart?

2)Then introduce block worms’ babies, asking the student what these looks
familiar too.
Where would you put the baby block on the tens/ones chart?

3)Get students who are listening to come hold the block worms.
They face away and then turn and refile what worms they have.
ED3501 – Section AB (Fall, 2018) Page 1
Grade: Grade 2 Subject/Unit: Mental Math/ Place
Teacher: Miss Feehan Value
Lesson: 20 Minutes, Nov 27th 2018

The rest of the class will identify how many tens first
Get them to clarify where they put this number on the chart.
Then we count the babies and ask where we put that number.
Then ask what the total amount of blocks are there?
Repeat this activity a couple more times with different numbers.

Student Actions
Participate in the discussion
Answer Question
Come to the front to hold the block worms.

Guiding/Prompting Questions
What is similar with Block worm and tens block?
What is similar with Block Babies and one’s blocks?
Where do we write one block worm on the tens/ones chart?
Where do we write the baby blocks on the tens/ones chart?
What if there were two block babies?
Check for Understanding/Performance Indicators
Will observe and listen to students’ answers
Let different students answer the questions and come up

Transition Cues
Collect the block worms and get the students attention again to the front.
Activity #3: Creating place value using one blocks. SLO
Teacher Prompts/Cues/Explanations 
 1) Explain and model the activity
The will be in pairs and get a cup with one blocks in them.
They will pour out the ten’s blocks on their desk
First, they will make rows or attach them to make a row of tens.
Let them know you got this Idea from Gage and Willow! Thanks boys!
Count up the ten rows.
Find the left overs ones and add them on.
They will write these on their tens/ones chart in their math pocket.
When they are done with one cup they will clean it up and come back to the
front to get a new cup or switch with a group.
They are trying to get to as many cups as possible. Each cup as a letter on it to
tell if you have done it before.
Please do not through or mess around with the tens. If they are not following
directions, they will have to watch everyone else from their desk.
Re Ask what the tens and ones mean? Where you put them on the chart?

2) Pair them up

Explain you made these helps to each student and work on team work. We
will not complain about the pairs and you two will try your best to work
together to find the number together.
Call out the pairs and one you do they will collect two tens/ones charts and a
cup with ones.

3) Walk around and help pairs.

Check in on how they are feeling about it make any notes of students not
feeling comfortable.
Student Actions
Work in pair to find the total in different cups
Write it in a tens/ones chart

ED3501 – Section AB (Fall, 2018) Page 2

Grade: Grade 2 Subject/Unit: Mental Math/ Place
Teacher: Miss Feehan Value
Lesson: 20 Minutes, Nov 27th 2018

Guiding/Prompting Questions
What is the first step? Answer: Make tens.
Then what is the second step? Answer: Count up the tens.
Last step? Answer: Add up the left overs.
Where does my tens go on the chart?
Where does my ones go on the chart?
Performance Indicators
Will observe and listen to pairs work
Observe if they are making ten piles and counting them up.
Observe if they are putting the numbers in the right spot on the chart

Transition Cues
Give them a 5 minutes warning
Lesson Closure/Cliffhanger:
Hands on Top!

Get the students to put away the cups, math pockets, markers.
Get them ready for Word Work.

ED3501 – Section AB (Fall, 2018) Page 3