Name: Jennifer Liao Date: 4/2/19

School: Edison K-8 School Grade: 3-5 SLIFE

Starting and Ending Time: N/A to N/A

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which
MA framework does the lesson most clearly address?

CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

SWBAT read, write, and identify numbers through thousands place value by representing the
numbers given on a worksheet with Cuisenaire rods and writing the corresponding number
according to how it’s represented with the Cuisenaire rods.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Each student will represent multi-digit numbers with Cuisenaire rods and at the end of the
lesson, the students will complete a worksheet representing a number in word form and
drawing a visual representation of it with the base-10 blocks.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002)
as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

SWBAT understand the terms thousands, hundreds, tens, ones, and place value by using these
terms to explain their representation of the numbers.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Students will use the place value terms when answering questions verbally and discussing the
different place values.
Content: What are the specific details of the lesson’s content knowledge?

This lesson will introduce the thousands place value to the students. Students will learn how to
represent the thousands place using place value chart and Cuisinaire rods and the connection
between the hundreds and thousands place. Students will be given numbers to represent using
the Cuisinaire rods and asked to write numbers in standard form. We will reinforce writing and
identifying three-digit numbers.
PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow
someone else to effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
-The instructor will tell students what they are going to be doing for class “Today we will be
learning about four-digit numbers. We have already learned how to identify three-digit
numbers with the hundreds, tens, ones place. Now we’re going to introduce the thousands
place which is the place after the hundreds place. We are going to be using base 10 blocks to
help us understand what the thousands place value means.”
- Instructor says, “Before we begin, let’s review some of the words that we will be using when
we talk about four-digit numbers” (hold up vocabulary cards)
- Instructor asks students what they know about each word: hundreds, tens, ones, and place
value. Explain each term: “Hundreds is how many sets of hundreds there are in a number. Tens
is how many sets of tens there are in a number. Ones is how many ones there are in a number.
Place value is the value of where a digit is in a number. Depending on where the digit is in the
number will determine how much the digit is worth.” (hold up corresponding base 10 blocks
as instructor says each of the place values)
- “For example what happens if I put a 5 (draw on white board a place value chart) in the tens
place, what value does have? What is it equal to? (50) What happens if I move the digit 5 to
the ones place, what value does it have now? What is it equal to? (5)” Review as necessary if
students don’t understand this concept using base 10 blocks.
- “I’m going to leave these vocabulary words on the table for us to remember and use
throughout the lesson.”
-Instructor says, “Let’s review three-digit numbers. I’m going to say some three-digit numbers
and I want you to write them in your notebook. I have some base 10 blocks here that you can
use to help you if you need them to remember how to write the numbers.” (say some three-
digit numbers and observe students as they are writing them down) Once students finish
writing down the numbers, go through each number and use base 10 blocks and place value
chart to show the number visually. Ask students to show instructor where the hundreds, tens,
and ones place is in the numbers. Ask students for the value of digits. Correct students as
necessary and review. Hold up vocabulary cards as the word is mentioned in the questions.”
During Lesson (25-30 minutes): How will you direct, guide, and/or facilitate the learning
process to support the students in working toward meeting the instructional objectives?
-Students will be given a worksheet with a four-digit number in a place value chart with a
blanks for students to fill out with the appropriate place value. Write the number (5374) on the
board in a place value chart. Hand out base 10 blocks and place value charts.
-Ask students “How many ones are in one ten? Show me using your base 10 cubes.” “How
many tens are in one hundred? Show me using your base 10 cubes and tell me when you think
you know.” (Hold up unit cube and tens when mentioned)
-Ask students, “Which place value is the 4 in? (ones) Please write this on your worksheet and
show me with the base-10 blocks. Which place value is the 7 in? (tens) Which place value is
the 3 in? (hundreds)” (Write place values in place value chart) Ask students to write place
values into place value chart and ask students what value each of the digits hold.
- “Now notice this (circle 5), this digit is in the thousands place. The thousands place is the
fourth digit from the right. It is after the hundreds place and the place value represents 10
hundreds. Which means that one thousand (hold up thousands cube) is equal to 10 hundreds
(put 10 hundreds next to thousands cube on table and write thousands).”
-Introduce students to the game with the directions below. Do one example with the students
where instructor draws four cards and then makes a number. Have students repeat the number
together with instructor verbally before creating it with base 10 blocks. Depending on
understanding of place value from previous questions, might start with creating just three digit
numbers and then move onto four digit numbers.
Game Directions:
-One student draws four cards from a number deck and creates a four digit number. These
cards are set on the center of the table. Each student now uses base ten blocks to build the
number that is presented. They compare their blocks to see if everyone has the same
representation. Ask students to say the number after building it with base 10 blocks, then ask
students to say how many thousands, hundreds, tens, and ones there are in the number. If the
representations are different, students work together to correct the amounts. Students take turns
drawing the cards.
Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

-On the back of the worksheet, I will have three four-digit numbers written in standard form. I
will ask students to use the base 10 blocks to show the number visually and draw it on the
worksheet. Then I will ask students to write it in word form after saying it verbally to me.
-At the end of lesson, instructor will check how the students are doing on the worksheet to see
how the students are understanding the concept.

SUPPORTING ALL LEARNERS

As you think about supporting all learners, think about the Principles of Universal Design
for Learning (UDL), and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21
Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping Give additional Write homework Alternate response format
format examples list (verbal/written) (3)

Seat students Provide alternate Graphic organizers Give daily progress report
strategically near one reading
another Use Braille or large Extend time
Provide on-level print
Pair students reading Use assistive devices
Use manipulatives
(1)
Give verbal cues to
emphasize main ideas Technology Use interpreter
(2)
Give students copy Give more breaks
Increase number of of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.

Support #1: Students will use manipulatives (place value chart and base 10 blocks) to
represent thousands place value.

Support #2: The instructor will repeat key vocabulary and ask students to define them
verbally or using manipulatives.

Support #3: Students will begin by answering questions verbally and visually and then
respond to different questions in written form.

FINAL DETAILS OF THE LESSON

Classroom Management: If teaching a small group or whole class, how will you use
classroom routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one
example.
Behavioral issues will be kept to a minimum by ensuring that students are actively engaged in
all aspects of the lesson. The instructor will remind students of STAR position if necessary.

Materials: What are the materials that you will need to organize, prepare, and/or try-out
before teaching the lesson?
-base 10 blocks (Cuisinaire rods)
-place value charts
-worksheet
-vocab cards
-white board
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e. the MA
Curriculum Framework incorporating the Common Core State Standards)?
Four-digit numbers with the thousands place will be used in future math operations.