Lesson Plan Format-Annotated Version

Modified for Special Education Student Teaching

Name: Joey Trimmel

Date: 11/9/20

Lesson Title: Read and Write Numbers to 1,000 Time Allotted: 40 Minutes

Unit Title (if applicable): Place Value to 1,000 Lesson Number w/in Unit: 1

Grade Level(s): 2nd Grade

Subject Area(s)/Subject Content: Math

I. LESSON FOUNDATION

Standard(s)/Anchors: Standard – 2.NBT.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Essential Question(s): How can I use place value?

Instructional Objective(s): Following the completion of the lesson when given ten numbers in word form
students will be able to write the word in number for 9 out of 10 to 90% accuracy

Formative Assessment:

Lesson Pre-Assessment: The students were given an introduction problem to fill in a chart from 100-200
with certain numbers missing to complete and fill in.

During-instruction formative assessments: The students will be given multiple opportunities to practice
the skills after modeling the correct process by the teacher. They will also have the opportunity to
complete problems on their own with immediate feedback from the teacher.

Summative Assessment:
Lesson Post-Assessment: The students were given problems in their workbook to complete at home on
their own. The work will then be checked, and feedback provided by the teacher.

Unit Summative Assessment (if applicable): The students will complete a chapter test following the
completion of the chapter.

II. LESSON BODY

TEACHING PROCEDURES:
1. Introduction: The students had the idea of numbers greater than 100 in the form of a chart with
100-200 and then required to fill in missing numbers on that chart. They also viewed a short video
clip introducing numbers in word form.
2. Description of Method(s) Used to Present Subject Matter/Modeling:
a. First, I introduced the students to the idea of numbers be represented in two forms,
written and numeric.
 b. Next, I completed an example problem for the students in the way that they should be
completed.
c. After the modeling we completed problems together allowing for error correction to occur
right away. I instructed them to use the chart provided with the words for each number to
help them identify words they may not know.
d. Following the completion of the problems

3. Guided Practice: The students will have the opportunity to complete multiple problems under
direct supervision as well as following the modeling of the teacher to correctly label each number
in both word and numerical forms.
4. Independent Practice: Following the modeling of the teacher the students will be given numerous
problems in their workbook to complete.
5. Closure: The students were told how this will be built on in future lessons

III. LESSON ESSENTIALS

Differentiated Learning Activities: The students will be given problems in written form. The teacher will then
read the problems aloud to the students before working through them. The students will be given extra time
at the end of class as well as the opportunity to work on practice problems outside of class. The students will
be working collaboratively with the teacher through the first couple problems allowing the student to model
the way the teacher sets up the problems as well as receive immediate feedback from the teacher. The teacher
has repeated numerous times the importance of not calling out and staying muted during the lesson unless
they have a question as to not disrupt the other students.

Accommodations/Modifications: Extra time, Chunking

Instructional Resources, Materials, and Technology: Laptop, Math Textbook.

IV. POST-LESSON REFLECTION

Analysis of Student Learning:

Analysis of Teaching: