Drexel Lesson Plan Template

Teacher: Kelli Crossin

Grade: 2nd
Content Area: Math; 10/6/2020

1. Standards:

 Standard: CC.2.1.2.B.3 Use place value understanding and properties of operations to

add and subtract within 1000.

 Standard - CC.2.1.2.B.1 Use place value concepts to represent amounts of tens and
ones and to compare three digit numbers.

 Standard - CC.2.1.2.B.2 Use place value concepts to read, write, and skip count to
1000.

2. Prerequisites:
 Students know how to count by tens and hundreds
 Students have an understand of base ten blocks

3. Essential Questions:
 How do you group tens and hundreds?
 How do we count by hundreds?

4. Materials and Equipment:

 Computer
 Zoom
 Google Slide/ Exit ticket
 Students will need paper/pencil

5. Instructional Objective: Students will be able to understand that each group of 10 tens is
equivalent to 1 hundred. Students will display their understanding on an exit ticket.

6. Instructional Procedures:
 Before: The teacher will make sure each student has a paper and pencil before
beginning the math lesson. The teacher will then state the objective and let the
students know what their job will be for this lesson. The teacher will then introduce
the vocabulary word: “hundred”. The teacher will then count by tens up to 100 and
point out the pattern. The teacher will then move on to the “Do Now” slide and
instruct each student to write down the answers on their sheet of paper and hold
them up when finished. The. Teacher will then review and fill in the correct answers
 and explain the pattern. The teacher will then review the essential question and
move into guided practice.
 During: During guided practice, the teacher will engage students by asking questions
and using the slides to show physical examples. The teacher will point out exactly
how groups of tens can be put together to make 1 hundred in different ways. The
teacher will then do 3 more example problems with the students. The teacher will
check for understanding throughout the lesson by having the students hold up their
papers, asking questions, and using “thumbs up”.
 After: After guided practice has ended the teacher will ask if any student has a
question about the lesson. The teacher will then instruct students to work on their
“Do Your Own” slides and exit ticket in google classroom. The teacher will give the
students independent time to work on this and remind them to submit their work
when they are finished. To bring closure to the lesson, the teacher will re-state that
groups of 10 tens make 100 by displaying a picture of this on the screen.

7. Assessment: The teacher will informally assess this lesson by having students write
down their answers and hold them up to the screen. The teacher will then formally
assess this lesson by reviewing the responses on an exit ticket submitted by students.
The teacher will use the results of this exit ticket to compare with the objective and use
for future planning.

8. Differentiated Instruction:
 For students who require more learning support, 1:1 instruction with instructional
assistant or teacher can be implemented.
 Small group breakout room partners can be strategically designed by the teacher prior
to the lesson to increase participation and learning by offering different views,
personality matches, and learning levels.
 ESL students will be able to provide oral or picture explanations to the teacher to assess
understanding.
 For students who finish early, the teacher will ask them to go into the early finishers
folder for enrichment purposes.