NAME:

Katelynn Kummerle LESSON: Modeling place value GRADE: 2

Common Core Standards CCSS.M.2.NBT.B.5: Fluently add and subtract within 100 using place value, properties of
operations, and/or the relationship between addition and subtraction.
IEP Goal [if applicable] When given 5 triple digit by triple digit vertical subtraction problems with and without
regrouping and minuend and subtrahend under 1000, student will solve using modeling on
place value chart improving strategic knowledge from solving 0 out of 7 double digit by
double digit subtraction problems with 100% accuracy to solving 5 out of 5 triple digit by
triple digit subtraction problems with and without regrouping with 100% accuracy on 3
consecutive occasions by 11/08/2021.
Primary learning target When given 5 double digit by double digit vertical subtraction problems without
regrouping, Drea will solve using modeling on a place value chart with 100% accuracy on 3
consecutive occasions by 12/18/2020.
Primary Lesson Objective When given 5 double digit numbers, Drea will use a place value chart to model 5 out of 5
numbers with 100% accuracy.
Student-friendly learning WHAT: Model numbers using a place value chart.
target WHY: To show the value of a number.
HOW: “I can model two digit numbers.”

Pre-assessment/baseline data When given 5 double digit by double digit vertical subtraction problems without
Primary Learning Target regrouping, Drea will solve using modeling on a place value chart with 100% accuracy on
3 consecutive occasions by 12/18/2020.
Formative Assessment: - Hold fingers up for the number in ones/tens place.
- Name the next step.
Summative Evaluation: At the end of the lesson, Drea will draw a place value model of 5 double digit numbers in
a place value chart with 100% accuracy on 5 out of 5 numbers.
Content Analysis: Vocabulary
- Place value: the value of each digit in a number
Modeling a number
1. Identify number in one’s place.
2. Draw lines for the amount of the number in the one’s place.
3. Identify number in ten’s place.
NAME: Katelynn Kummerle LESSON: Modeling place value GRADE: 2

4. Draw a squares for the amount of the number in the ten’s place.
Considerations: Technology
- Internet
- Computer
Materials
- Paper
- Pencil
- Place value chart
- Place Value vocabulary visual aid
Opening/Motivation: What the teacher does What the student does
Hello, Drea!
Before we get started, let’s review behavior expectations
- Camera on, microphone off, raise hand for
question/comment, eyes on speaker
In math, we see a lot of numbers with multiple digits. Today, we
are going to model numbers with two digits on a place value
chart.
Our place value chart helps us visualize place value, or the value
of each digit in a number.
At the end of our lesson, you will be drawing models of two
digit numbers.
OUTLINE of Learning sequence: Demonstration
When we draw our models, we will represent ones by lines
(draw an example line) and represent tens by a square (draw
an example square).
To draw a model of a two-digit number, there are 4 steps we
need to make. (have student choral read each step with Drea choral reads with
teacher) teacher the four steps.
1. Identify the ones place value.
2. Draw a line for each one in the ones place.
NAME: Katelynn Kummerle LESSON: Modeling place value GRADE: 2

3. Identify the tens place.

4. Draw a square for each ten in the tens place.
I’m going to practice drawing a model of the two-digit number
37.
My first step is to identify the one’s place. My number in the
ones place is the 7.
My second step is to draw a line for each one in the ones place. I
am now going to draw 7 lines in the ones spot of my place value
chart.
My third step is to identify the number in the tens place. My
number in the tens place is the 3.
My fourth step is to draw a square for each ten in the tens place.
I am now going to draw 3 squares in the tens spot of my place
value chart.
Looking at my place value chart, I can read that I have 3 tens
and 7 ones, which gives me the number 37, matching the
number I was modeling.
OUTLINE of Supervised Practice/Feedback:
Now let’s practice together!
We have the number 42.
- Read step 1, have student hold up fingers to represent what Drea holds up 2 fingers
number is in the ones place. Draw 2 lines in ones
- Read step 2, draw 2 lines in ones place place
- Read step 3, have student hold up fingers to represent Drea holds up 4 fingers
number in tens place. Draw 4 squares in tens
- Read step 4, draw 4 squares in tens place. place.
- Repeat steps 1-4 for 26, 35, and 17.
o On last two numbers, ask student “what is our Drea says what each
first/next step?” for each step. step is.

NAME: Katelynn Kummerle LESSON: Modeling place value GRADE: 2

Closure: You did awesome identifying each digit in the place values and remembering each step,
Drea!
Now, it is your turn to practice drawing a model of two-digit numbers all on your own!
On your exit ticket, I want you to draw a model for each of the 5 two-digit numbers on the
place value chart. The steps we used will stay up on the board for you to look at if you
need help remembering.
Back-up plan or additional Reteach:
practice: - Use base ten blocks to model double digit numbers in a place value chart
- Draw base ten block models in place value chart
Additional practice:
- Have student model: 39, 17, 24, 41