Name: Brianne Trost LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Use concrete and pictorial models to compose and Students use base-ten blocks and place value in numbers up
decompose numbers up to 1,200 in more than one way as a to 1,200.  Standard form, expanded notation, word form, and
sum of so many thousands, hundreds, tens, and ones the value of each digit are investigated.

Specific Measureable Attainable Relevant _Time

Grade: 2nd Subject: Math

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

English
Use prior knowledge and experiences to
Locate, describe, explain, display understand meanings

Strategies for Success: (C6) Element of Technology: (C6)

Anchor chart Document Camera
Circle Map

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Students will use expanded notation, write the written word, and locate a number on the number line
Visual – Document Cam/White Board 100 chart, 100 block, number lines, 1000 block, white boards,
erasers, and markers
Auditory –
Peers/teacher explaining
Kinesethic –
Building blocks

Higher Order Questions to ask: (C6)

1. 1. What are some different ways that someone shows an expanded form?
2. What is another way that partners can display the answer they got, besides the doc cam?
2. 3. What else can we write our expanded form numbers on besides a circle map?
3.

Hook: (C7) Closure: (C7)

You will be able to locate numbers in a number line and Explain that what we worked on today will be continued
compare throughout the week but moving into looking at whole
numbers so that we can start comparing 3 digit numbers
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Bring all students to the floor, in a circle, and bring the attention to the anchor chart. Then remind the
students how we create a circle map for the expanded form of the number 100. After we do a couple
examples I will pass out white boards, markers, and erasers.

2. Student Activities / Guided Practice: (C6)

Tell the students to partner up with the person to the right of them
Hand each pair a white board, marker, and eraser
Ask students to do an expanded form of the number 150 on their white boards
I will add each number to the circle map to support their learning
Students will show their expanded number on their white board under the document camera while
verbalizing it
After every partner shares they will each go back to their desk

3. Independent Practice: (C6)

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will develop skills to use base-ten blocks and place value in numbers up to 1,200. 
Rigor Students will use their skills to demonstrate standard form, expanded notation, word form, and the
After returning to deskofeach
value eachstudent
digit will receive a worksheet
This worksheet allows them to work on what they just have learned
Worksheet matches a number with the expanded form
It is their job to get the number right and be able to match it
OPENING:
Retrieval Review: We will review how we use the base ten blocks and place value in numbers so that finding
the expanded form, and word form of each value will be easier
TEACHER INPUT:
Relevance Handouts and models

MODEL:
Routing I will model how to use the base ten blocks while finding the expanded form. I will then model how to
use that number on a number line

GUIDED PRACTICE:
Retaining / Rehearsing

Practice as a group while working with their boards with the number 150 Ask students to do an expanded form
for the number 125 on their boards

INDEPENDENT PRACTICE:
Students will go into their workstations (BINGO, number puzzles, review skills, etc) while I pull a small group
to work on skill deficits of that group

CHECK FOR UNDERSTANDING:

Recognizing
“Which of these show an expanded form?” (100 or 50+50)

ASSESSMENT:
Students will draw a pictorial, use expanded notation, write the written word, and locate a number on the number
line

RESOURCES / MATERIALS:
100 chart, charts up to 1,200, number lines, base-ten blocks, linking cubes, 100 blocks. One thousand block

CLOSURE:
Re-exposure
Explain that what we worked on today will be continued throughout the week but moving into looking at whole
numbers so that we can start comparing 3 digit numbers