California State University, Fullerton

Elementary and Bilingual Education

Lesson Plan Format

Alyssa Meyer

General Information
2nd grade
30-45 minutes
Home languages present (Spanish)
EL level of students (Expanding, Bridging)

Materials and/or Technology

 Nearpod slides
 Deca Dice
 Base ten blocks

Concept(s)
Apply tech strategies to navigate Nearpod lesson.
Manipulating place value digits to create different values.

Alignment with 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.B.5
Objectives
Students will explore how place value affects the overall value of a number. Students will
then write an inequality statement comparing the three-digit numbers.

Assessment
Through the use of Nearpod activities I will be able to analyze student work, determine level of
understanding and identify potential learning gaps based on their constructed responses to each question.
I will also evaluate students understanding based off of their game play strategy. Do they understand that a
five in the hundreds place will be greater than a 2 in the hundreds place etc. Can they manipulate the
numbers in a way that demonstrates their understanding of place value and number sense?

Vocabulary/Literacy Skills
Listening/Speaking
Students will need to exhibit strong listening skills for each component of the lesson. They must be able to
follow instructions regarding Nearpod activities as well as game play instructions.

Key vocabulary words: Value, place value, ones, tens, hundreds, base ten blocks, strategize, greater than,
less than

Procedure
Teach lesson content through Nearpod. Follow explicit instruction with place
value game “Hungry Hungry Block Hippos”
Classroom Management Details
Ensuring that each student can access the materials for the lesson.
Teacher facilitated collaboration.
Discussing appropriate use of Nearpod and math tools (math work only, no pictures or doodles
unless math related).
Discussing appropriate collaboration procedures and routines (raising your hand and waiting to be
called on, being respectful of others, playing the game fairly and by the rules.
Growth mindset! Try, don’t be afraid to make mistakes.

Modifications

 Allowing wait time and/or appropriate time to work and construct responses.
 I will be using a variety of multimedia strategies to provide variety for the individual
needs of each learner.
 Preparing students who participate less frequently by letting them know ahead of time
that I am going to ask them to share. This gives them time to think about what they are
going to say, takes some of the anxiety out of the equation.
 Review tier 2 vocab words like value, place value, base ten.
 For advanced students, play for smallest value vs large value.

A. Focus/Motivation (Open): Prior to our lesson I am going to let students play the real Hungry
Hungry Hippos game during center time. We will discuss the purpose of the game, and any
strategies they might have. Our dialogue may sound something like this….. Teacher: “How do you
win this game?” Student: “You win by eating the most marbles”

Teacher: “How do you know you have the most/How can we figure out who has the most (this
question opens conversation and spirals back to previous unit when we learned counting
strategies).

Teacher: “Are there any strategies you can use to eat the most marbles?” Student: “I can push the
lever faster…I can wait until the marbles roll in front of my hippo etc.”

Later, I will reference our game, “Do you remember when we played Hungry Hungry Hippos
earlier today..? What was our goal in the game?” “To eat the most marbles”
Today we are going to be playing a similar game, with a similar goal. The goal of the game is to
build the biggest number, but before we play we are going to discuss some important math
vocabulary words and skills that will give you some great strategies to win the game”

B.Development (Body): Students will then login to the Nearpod for lesson instruction. We will review
important vocab words like value, place value, and the value of each base ten block. Then I will
give students examples of the same three numbers manipulated/ordered in different ways. What do
you notice about these three numbers? “I notice that when you put the 5 in the hundreds place it is
bigger than when you put the 2 in the hundreds place etc..” Students will then have the opportunity
to practice manipulating numbers on their own to make the largest number. Then we will review
greater than/less than. How do you know which number is greater than/less than. Look at this
number 672, how can we rearrange the numbers to make a new number that is greater than 672,
how can we rearrange the numbers to make a new number that is less than 672?
After our Nearpod I will distribute game supplies (deca dice, base ten blocks, recording sheet) I
will explain the rules, model game play, play one round me vs students, and then allow students to
play with their seat partner. This is a two team/person game. The object of the game is to have the
largest pile of blocks at the end of each round. In each round, you will roll a die to get the digits of
a 3-digit number. After each roll you must decide where to put the number from the die, or
whether not to use that roll in the number. Three rolls will be used and one roll
 C. Closure (Close):
I will wrap up the lesson with number cards. I will hold up the card and ask students to tell me
which digit is in the hundreds place, tens place etc. After a couple rounds of this I will show the
card for three seconds and take it away. Then I will ask students to picture the number and recall
the number in the ones, tens, hundreds, place.

Lesson Reflection
Reflect on your lesson after teaching it using the guidelines provided.
1. To what extent did students master the objective?
Students mastered the objective with 85% accuracy, improving to 90% accuracy after continued
practice of this skill. My focus students struggled with this task initially but after additional
instruction and some reteaching they too improved to an average of 83% accuracy.

2. What evidence do you have of student learning? Use the language of the
objective and the academic standard(s) in your response.
Students explored place value and the manipulation of digits to create and compare numbers. They
demonstrated understanding of ones, tens and hundreds, and were able to compare numbers using
greater than and less than signs.

3. What parts of the lesson were particularly effective?

I feel that I created a lesson that included a variety of learning opportunities so that all students
are supported. Students participated in digital instruction/practice through Nearpod
participation, they also modeled place value in two different ways. The students then used their
knowledge of place value to apply their learning. The cut and paste activity was also very
effective it gave students another way to show/visualize place value and the value of each digit.

4. What changes would you make in this lesson?

Double check technology, Nearpod was not on our side, but I should have previewed the lesson
right before we logged in to make sure Nearpod was working correctly. I also want a better back
up plan. When the Nearpod glitched I had to think on my feet and be flexible in the moment, but
I wish I had prepared a little more in the event technology wasn’t on my side.

CR 5/19/19 rev.