Generic Lesson Plan Form
Subject: Math Rotations Activity: Making exchanges with base-10 blocks Setting: 2nd grade classroom
# of Students: 27
Statement of Objective:
*Observable/Measurable
(A,B,C,D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare
for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what,
how, and when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S,
S/S, S/T)
*Organizational framework
~construct, clarify, and link
concepts in a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to
make visible
~language
practices/processes
~learning strategies and
adaptations (how,
when and why)
~organization, relationships,
and clues
By the end of the lesson, students will be able to use base-10 Accommodatio
blocks to represent a variety of numbers. ns
By the end of the lesson, students will be able to make
exchanges between the ones, tens, and hundreds place.
GMP2.1: Create mathematical representations using numbers,
words, pictures, symbols, gestures, tables, graphs, and concrete
objects.
GMP2.2: Make sense of the representations you and others
use.
GMP6.1: Explain your mathematical thinking clearly and
precisely.
Teacher: Handbook, math journal and copies of pages 78&79,
document camera, base-10 blocks, white board, marker
Students: Math journal, writing utensil
- “I am going to be showing you different numbers using base- -All students
10 blocks. Don’t yell out the number right away, after should be at their
everyone has had some time to see the number I will ask for desks for this
the answer.” part of the
-Show 4 longs and 3 cubes under the document camera. Tell lesson.
students to whisper shout the answer. Add 4 more cubes. Tell
students to whisper shout the answer.
-Show 5 longs and 7 cubes. Tell students to whisper shout the
answer. Add 3 more cubes. Tell students to whisper shout the
answer. Ask what trade we can make.
-Show 7 longs and 5 cubes. Tell students to whisper shout the
answer. Ask how we could remove 6 cubes. Then, remove the
6 cubes and tell students to whisper shout the new answer.
-Ask students to turn to page 78 in their math journals. “Our -While working
math message is in our math journals today. I am going to read through the math
it to you, follow along as I read.” Read the math message, message with the
pausing to let students answer the problems. “Who wants to third group, use
explain the exchange that Luke made in this problem?” base-10 blocks
(Answer: Luke traded 10 cubes for 1 long. Now he has 6 to model what is
longs.) happening.
-Distribute some longs and some cubes to each student. -Nathan and
Instruct them to use the base-10 blocks while working through Jamie require
problems 1 and 2 on page 78. Monitor to make sure students one-on-one
are using base-10 blocks correctly and appropriately. When it support from the
looks like most students have finished, bring the group classroom aide.
together and ask for volunteers to share the exchanges they .
made to use the fewest blocks to show the totals.
-Ask students to represent 56 with the fewest blocks possible.
(5 longs and 6 cubes) Then, instruct students to take away
7/subtract 7. Ask how they were able to do this. (Answer:
There aren’t 7 ones, so they must exchange 1 long for 10
cubes.)
-Optional if groups need more practice:
 Generic Lesson Plan Form

*Transfer of control --Show 31. Take away 4.

~students explain, justify, --Show 34. Take away 15.
clarify, etc. --Show 19 and 33. What is the total value? (52)
*Clear directions --Show 35 and 27. What is the total value? (62)
*Check for understanding -Collect the base-10 blocks. Instruct students to turn to page 79
Students: in their math journals.
*Participation
~overt and active
~instructional dialogue, think
aloud,
explain, justify, evaluate,
etc.
Guided Practice: -Instruct students to work through the problems on page 79. -Nathan and
*Activity related to --Group 1: Read the problems aloud for the students. Jamie require
presentation/objectives --Group 2: Let the students begin working, reading certain one-on-one
*Active student participation problems or words if asked to. support from the
~provide rationale for --Group 3: Read the problems aloud to the students. classroom aide.
assignment -When it looks like most students are finished, begin working -Group 3 will
~multi-sensory and real through the problems with students. Fill in the teacher page likely need much
world while doing so. support when
~instructional dialogue -Depending on the group, call on students or ask for volunteers working through
*Transfer of control to explain their answers for these problems. the problems on
*Check for understanding this page.
Individual Practice:
~assess/error drill
~monitor and adjust
instruction
*Management/monitoring
~scan, circulate, assess,
support, praise
Closing: - “Nice work making exchanges between the ones and tens
*Adequate time place as well as the tens and hundreds place today! This will
*Students summarize content help you in the game Target and while you work on your
and homework tonight.”
accomplishments
*Assess/identify new goals
*Link to future learning