Elementary Lesson

Plan Template Teacher Candidate Name: Rachel Kuzma Date: 2/10/2020

Lesson Title/#: App Smash Math
Grade Level: 2nd

Introduction/Lesson Foundations
Learning Objectives –
1. Student will be able to show a three-digit number in at least two ways
2. Student will be able to compare two three-digit numbers using greater than, less than, or equal to symbols
Central Focus: Place Value
Standard(s) –
2.NBT.3 Read and write numbers to 1,000 using base-ten numerals, number names, expanded form, and equivalent
representations, e.g., 716 is 700 + 10 + 6, or 6 + 700 + 10, or 6 ones and 71 tens, etc.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <
symbols to record the results of comparisons
Assessment Learning Objective(s) Addressed - copy/paste LO here Evidence
Students will create a Popplet which Student will be able to show a three-digit number in at least two ways I will collect their Popplet light
has a three-digit number in the Student will be able to compare two three-digit numbers using greater creations and look over each student
middle with many different ways than, less than, or equal to symbols individually to ensure they are
they can show the number understanding the information. The
surrounding it (expanded form, ones who are still having trouble
word form, draw it, etc.). They will with these concepts will get further
then put their partners number in a explicit instruction in small groups.
neighboring Popplet and connect
the two with a greater than, less
than or equal to symbol.
Materials/Resources:
Dry erase board, Dry erase markers, iPads, Dice

Lesson Stage Teacher Behavior Student Behavior

Opening: Include “Today we are going to work on perfecting our place Students will join me on the carpet to begin math.
transition and value math skills with some app smashing! I am going to
hook
write a three-digit number on the board”
*Write a three-digit number*
“Who can tell me other ways I can show this number.
Right now, it is written in standard form, but what are Students will suggest ideas such as expanded form, written
other ways I can show this?” form, base-ten blocks, etc.
“We have a pretty good list here, there are so many
ways to show this same number!”
“Now you are probably wondering how this is app
smashing, well, you are going to get with a partner and
you are each going to use three dice to roll three
numbers and create two different three-digit numbers.
This means if Mrs. Hayes was my partner, we would get
three dice TOTAL, not each, and I would take the three
dice and roll numbers. I might roll a 6, a 3, and a 4. I
might decide to use these numbers in that exact order
and say my number is going to be 634. Then, I would
give Mrs. Hayes the three dice and she would roll her
numbers and create her own three-digit number. Then,
we will both use a certain app on both of our own
devices to show our number in all of the ways we
discussed earlier. Does anyone have an idea about which Student will hopefully suggest Popplet lite.
app we might use to show one thing in the middle and
everything else around it that relates to it?”
“Yes! Popplet lite would work best I think, then you can
put your number in standard form in the middle, and
then create all of the stems coming out of it to show the
different ways to make the number. App smash to show
the different ways! Use your app with the base-10 blocks
to draw the number and any others you can think of.”
“Then, you and your partner are going to each have one
on your iPads, but you are both then going to add your
partner’s number into your Popplet Lite. You can do this
by airdropping the parts that you can, like the saved
base-10 block picture, and adding it to a Popplet with
their number in the middle”
 *Draw example on board*
“But now we need a way to connect these two numbers.
Who has an idea about what we can put in the middle to
compare these two numbers??” Students will hopefully respond that we can use a greater
than, less than, or equal to symbol.
“A greater than, less than or equal to symbol would be
perfect to compare these two numbers! I would draw a
connection right in between and in the box you would
draw in the symbol that goes in between your numbers.
Discuss with your partner why the symbol you chose is
correct.”
Academic Greater than, less than, equal to
Language Expanded form, standard form
Body of Lesson - “You and your partner each need to get three dice and
then find a place to work quietly away from other
groups who are too close.”
“Please make sure you are picking good partners.”
“Who can tell me what you are going to do after you get Students will repeat back to me step-by-step the
a partner and three dice?” directions of what they are going to do once I tell them to
*Go all the way through the instructions again* go begin the activity.
“Does anyone have any questions?”
*Answer questions* Students will ask questions if they have any.
“Go ahead and find a partner and get started!”
Students will pick a partner that is a good choice for them
*Walk around to partners and answer any questions to work with and will get three dice. Then they will go
that come up* somewhere that is available for them to work and will get
started creating their three-digit numbers. After they have
their number, they will show that number in at least three
different ways. *The options of ways will still be written on
*If partners of students get done quickly, they will work the board* Then they will airdrop with their partner and
together with another set of numbers that they role on compare their two numbers. If they get done early, they
the dice* will do another set of numbers.
Closure - *Once most of the groups are finished with at least one
 Popplet each* Students will come back to the carpet and airdrop me
“Let’s all come back together now! And once you are on their Popplet.
the carpet please airdrop me your Popplet!”
“You all did a fabulous job showing the same number in
different ways just like we have been practicing all year.
Did anyone in their partnership have any disagreements
about the greater than, less than or equal to sign that Students will be given the chance to share out to the class
they would like to reflect on right now?” about any struggles or disagreements they had with their
*Give students a chance to reflect on any challenges or partner about their mathematical thinking.
disagreements they had with their partner and ask
follow-up questions to understand their thinking. For
example, “After you and your partner disagreed, how
did you come up with the conclusion that 683 is greater
than 590?” Or any other appropriate follow-up
questions that relate to their mathematical processes. *
“Always remember in this classroom and in your
mathematical futures, you can show a number in many
different ways, but it will still be worth the same value.
These different ways might just help you understand
more about the numbers, such as, knowing which one is
greater than or less than another based on the number
of hundreds blocks you had to use.”
“Don’t forget to airdrop me your final Popplet Lite!
Thank you for learning with me today!”
Modifications/ Gifted- If any of the gifted students get together in partners, I might give them the option to roll 4 dice and create a
Accommodations four-digit number to add extra complexity of thinking.
/ Paul- Specifically call on him to repeat back at least one of the direction steps when going over instructions with the
Enrichment
class. He struggles with multiple-step and single-step instructions as well as staying on task. This explicit guide will
hopefully help him be successful in the activity after the whole class is released.