Lesson Plan for November 16, 2020

SPED 435

Topic: Reviewing Place Value, 3-Digit Expanded Form, Word Form, and Standard Form

Standards:
 CCSS.MATH.CONTENT.2.NBT.A.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.

 CCSS.MATH.CONTENT.2.NBT.A.3: Read and write numbers to 1000 using base-

ten numerals, number names, and expanded form.

Objective: Students will be able to review and apply knowledge of place value within
1,000.

Student-Friendly Objective: I can show and read 3-digit numbers within 1,000.

Assessment Plan: Orally and through observation. Students will be assessed from their
questions about the lesson concepts. Students will also be assessed through observation
to make sure that they understand the lesson concepts of place value and how to write
a 3-digit number in expanded form, standard form, and word form. The worksheets will
be collected at the end of the lesson. Students will also be observed during guided
practice to make sure they are correctly writing 3-digit numbers in expanded form,
standard form, and word form.

Materials Needed:
 Base 10 blocks
 Student practice pages 15, 20, and 40
 Pencils
 Whiteboard and dry erase markers
 Sorting expanded, standard, and word form center and cards.
 Stretch It game cards.
 Place Value Centers.

Key Vocabulary:
 Place Value: the value of each digit in a number.
 Expanded Form: writing a number to show the value of each digit in the
hundreds, tens, and ones place (500+80+6).
 Standard Form: writing a number that is not in expanded form (586).
 Word Form: writing a number using words instead of numbers (“five hundred,
eighty-six”).
Anticipatory Set (Gain Attention/Motivation/Recall Prior Knowledge):
 Ask the students, “How can we show or write the number 382?”.
 Write the digits 4, 9, and 5, on the whiteboard. Ask the students to create the
biggest number out of these digits. Then have students create the smallest
number using these digits.
 Say, “Today we are going to review everything we have learned about numbers
in base ten”.

Instructional Inputs:
 Students will sit on the mat during modeling and guided practice. They will
return to their home base table for the independent practice and closure.
 Students will listen and follow instructions.
 Students will wait for instructions before using the base 10 blocks.

Modeling:
 Write the number 720 on the board. Ask the students to tell you which number
is in the hundreds, tens and ones place.
 After identifying each place value, tell the students that they will need to write
the number in expanded form. Or in other words, they will need to stretch the
number out to 700+20+0.
 Review the difference between expanded, standard, and word form, as needed.
 Tell the students that they will need to write 720 in standard form and word
form. Show how to write this number in both forms. Leave the example on the
board through guided practice and independent practice.
 Use other numbers and practice writing the same number in expanded,
standard, and word form until the students are confident to practice on their
own.

Guided practice:
 Write and go through the same process in the modeling section, with these
numbers: 220, 19, 154. Or any numbers that students want to give you.
 Get out the Stretch It game. Tell students they are going to practice writing a 3-
digit number in expanded form. Go through one example with them to make
sure they understand what to do.
 Give each student a Stretch It game card. When students ask for another card,
check their previous card to make sure that they correctly wrote out the number
in expanded form.
 Use these same cards to practice writing the number in standard form and word
form.
 Have students practice place value by working through any of the place value
centers.
 Students can continue working on the centers or they can begin working on the
practice pages.
 Include checking for understanding during guided practice.
 I will check for understanding by checking student’s work on one card before
giving them another card.

Closure:
 Say: “What are the big words that we reviewed today?” (expanded, standard,
and word form).
 Ask, “Which number is in the hundreds, tens, and ones place in the number
672?”.
 Remind the students that expanded form means taking the number and
stretching it out to see all the different parts in hundreds, tens, and ones.
 Remind the students that standard form is writing the number not in
expanded form.
 Remind the students that word form is writing the number using words
instead of numbers.

Independent practice/application:
 Have students return to their home base table.
 Give the students practice page 15 (Place Value Set 3).
o Instructions:
 Write the number that means the same as each word.
 Draw a line to match each number with the correct number word.
 Give the students practice page 20 (Expanded Form Set 2) when finished with
practice page 15.
o Instructions:
 Use the digits on each baseball field to make a new number.
 Write each number in expanded form.
 Give the students practice page 40 (Hundreds, Tens and Ones Set 5) when
finished with practice page 20.
o Instructions:
 Count the blocks and write the number.
 Answer questions as needed or give correction when appropriate.

Differentiation
 Students can use 2-digit numbers to show its expanded form instead of using 3-
digit numbers.
 Scaffolding and/or extension practice pages.
 Letting students use base 10 blocks to show numbers in expanded form.
 Fast finishers can begin working on the next practice page.
Transition:
 When a teacher rings a bell, students will put base 10 blocks away, clean up their
work area, put their folders and worksheets away, wash hands, and line up to go
to lunch.

Reflection:
 What went well…
o Every student was able to correctly distinguish between standard,
expanded, and word form. There were a few students that had to be
reminded of the differences between these number forms. My next math
lesson will be giving the students the post-assessment for my math unit.
So hopefully they will be able to review the rest of the math concepts
tomorrow when I am not there.
o The students were excited and eager to play the math center games. I
gave each table a different math game to work on that helped them
review place value and the different number forms. I even go to work
with a small group of students reviewing and distinguishing place value in
3-digit numbers. I am very excited to see how each student will do on the
post-assessment on Wednesday.

 Suggestions for improvement…

o If I were going to be teaching this lesson again, I would have had the
students rotate through the different math centers so they could review
more of the math concepts instead of just one. I would have also liked to
have mixed up the math centers, so each group of students go to review
more than one math concept at a time, instead of just focusing on one
math concept. I think this would have helped students review other math
concepts that they are less familiar with instead of review something that
they already know and understand. This was the case with the small
group of students that I worked with. One student already knew and
understood the math concept we were working on, while another
student in the group needed to review this math concept. This was not a
good example of differentiating the instruction according to the
individual needs of the students.