Lesson Plan #3 Title: Representing Numbers

Performance Objective: Second grade students will read and write at least 3 out of 4
three digit numbers in expanded form, standard form and unit form correctly.
Resources or Materials Needed: dry erase, white boards, craft sticks, rubber bands, place value
cards, construction paper in three different colors
Time: 65-minute lesson and practice
Step 1: Pre-Instructional Activities: Race to 100 ( 5 minutes)
Students will play the game race to 100 against a partner. Students roll a die and take that many
bundles of ten. The first student to get to 100 wins. If they go over one hundred they have to skip
a turn.
Step 2: Content Presentation: (25-30 minutes)
 Teacher explains that today we will be learning different ways to write numbers
to represent place value.
 The teacher will show students the construction paper clearly labeled hundreds,
tens and ones.
 Teacher has 2 ones, 3 tens, and 3 hundreds already on the place value papers
 Teacher says let’s count the ones first S: 1 one, 2 one. Now let’s count the tens1
ten, 2 tens, 3 tens. Now the hundreds. 1 hundred, 2 hundreds, 3 hundreds.
 Teacher asks Can I make larger units? When students say no the teacher will say
“In order from greatest to smallest, how many of each unit are there?
3 hundreds, 3 tens, 2 ones.
 Teacher will ask “What number does that represent?” 332
 The teacher will repeat the process with the number 423.
 The teacher will explain that this number is called standard form.
 The Teacher will then record the numbers on chart paper labeled like the example
below. THIS NEEDS TO BE A LARGE TABLE AS STUDENTS WILL BE
ADDING TO IT.
 Teacher will explain that next we will be talking about expanded form.
 Expanded form is when you write the value for each digit.
 Teacher asks students to read the unit form for 332 and tells them that we will be
writing each bundle on the construction paper on the board.
 Have a student give you the number of bundles on each paper and record them on
the board as follows:
 100 100 100 10 10 10 1 1
 The teacher will ask students for a better way to write the numbers.
 The desired answer is 300 30 2 (the teacher needs to prompt students to get to this
answer)
 The teacher will show the students that we add an addition sign in between each
number to show that we add the numbers to get to 332.
 Add the expanded form of 332 to the chart.
 The teacher will repeat this for 423 and 159. Be sure to create bundles of craft
sticks for each so students make the relationship for each.

Standard Form Expanded Form Unit Form

 332 300+30+2 3 hundreds, 3 tens and 2
ones
423 4 hundreds, 2 tens, 3 ones
159

Step 3: Learner Participation: Completing the chart (15 minutes)

 Learners will get a place value card and will work in pairs to create craft stick
bundles for their card and add their number to the chart that the teacher has
displayed. ( if there is a pair with advanced students, the teacher can give them a
card that is in expanded form and have them put it in unit and standard form.)
 If students finish before time is over, they can get another card.
-See appendix G for place value card links.

Step 4: Assessment: (15-20 minutes)

 Students will complete an exit ticket that will be their assessment for the lesson. They
will have to complete a partially completed chart. On the chart, they will need to
represent numbers in standard, expanded and unit form. Students will be allowed to use
craft stick bundles if needed. Please see appendix D. When the assessment is complete,
students may practice skills on IXL convert a number tens and ones.

Step 5: Follow-Through Activities:

Struggling students will first practice numbers with only two digits and will then advance
to three digit. Students who grasp the concept will be encouraged to use four digit numbers. All
students will use the place value cards to play memory and match standard form and expanded
form place value cards.
Lesson Plan Summary:
The main concept for this lesson is for students to understand that numbers can be represented in
different ways. The teacher will show students something they are already familiar with
(bundling craft sticks) and have them use their prior knowledge to write numbers in unit and
expanded form. The teacher will first model how to write numbers to represent the bundles and
then how to put them together to make expanded form. The students will than work with the
teacher and then a partner to practice and will end by completing an exit ticket that will act as
their assessment.