Instructional Software

Lesson Idea Name: Base 10 Grouping to 100

Content Area: Place Value
Grade Level(s): 2nd

Content Standard Addressed: MGSE2.NBT.1 Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
a. 100 can be thought of as a bundle of ten tens — called a ―hundred

ISTE Technology Standard Addressed: 3. Research and Information Fluency

Selected Technology Tool: BrainpopJR

URL(s) to support the lesson (if applicable): brainpop.com

Type of Instructional Software:

☒ Drill and Practice ☐ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☐ Accessible to students beyond the school day
☐ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): This tool will keep students engaged in learning their base 10. This tool
uses animation and fun games to keep children engaged. The students know how to count to ten, so this
lesson activates student’s prior knowledge which is the multiple means of representation part of UDL. At the
end of this lesson I will allow students to choose how they express what they know which is the action and
expression part of UDL.

SBooker, 2020
 Instructional Software
Lesson idea implementation:
The lesson will be introduced by having the students make groups of ten with items they find around the
classroom. Then I will ask a question: How can we count to 100 with the groups that you have created? The
students can work in groups or in pairs to discuss the topic, and I will ask them to share ideas about how
many tens are in 100. Then I will introduce base 10 blocks. I will use Brain Pop to introduce the idea along
with the question. The animated movies keep the student engaged and get them excited for the topic. Using
brain pop I can create activities to show that when you have 10 groups of 10 they equal 100.

During the first phases of the lessons the students will work with each other to see exactly why 10 groups of
10 make 100 using place value. As the teacher I will ask questions to help them along with their thinking.
Once base 10 blocks are understood I will give students the choice on how they want to show what they
know. This is called differentiate instruction. The final product displays differentiate instruction because
students can choose how they show the class and me as the teacher what they have learned. LoTi level four is
reached when I give the students “control” of what they are learning and how. When I ask them which way
they would like to show what they know this gives them “voice and choice” To conclude the lesson I will use
brain pop so that I can get feedback on what the students know in a fun way. Brain pop allows me to create
games, movies, and practice exams to see what student shave learned. I can create extension content for
students who show that they fully understand base 10. I can now tell them to try to get to 200 or 300 and ask
them to explain why they know that 30 groups of 10 is 300. Students who still show that they are struggling
with the topic will be able to work with others in the class and with me one on one to focus on the exact
method they are having trouble with.

Reflective Practice:
After designing this lesson idea, I believe that giving the students the ability to choose how they show what
they know will have the greatest impact on their learning. This gives students control of the classroom and
allows them to go at a pace where they feel like they can learn. Giving the students the choice also allows
them to build confidence in themselves and allows them to see that they have the answers. This lesson is
meant to introduce the topic of place value with base 10. To further extend the lesson I can start using larger
numbers and have the children explain why base 10 can or can not be used. I can use simulations to show
different groups of ten. I can also use other platforms that provide drill and practice games for the end of the
unit.

SBooker, 2020