UNIT 1 Massachusetts Mathematics Grade: 2

FULL LESSON TEMPLATE

Lesson # Title Duration

1 Place Value 35 mins

Standards 2.NBT.1 - Understand that the three digits of a three-digit number

(MCF) represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.

Objectives •Students will understand what the three digits of a number mean in terms
of hundreds, tens, and ones.

• Students will be able to explain how they came up with answers to

questions about larger and smaller numbers.

• Students will be able to use manipulatives to display their understanding

of hundred/tens/ones values

Mentor n/a
Texts

Other Materials Instructional Equipment

• Reflective Worksheet • Whiteboard

• Base 10 Blocks • Markers
• Blank Paper • Cue cards with #’s 0-9 written on each
• Pencils
 Lesson Plan

Lesson Topic Introducing Place Value

Introduction • The numbers 706, 670, 760, and 607 will all be visibly written on the
board. The students will be asked to write about these four numbers on a
sheet of paper – “Which of these numbers is largest? Which number is
the smallest?” From left to write, write the numbers from smallest to
largest.
• Students will be asked to discuss their answer with their neighbor or
table
• Each pair or table will be called on to provide their answers
Instruction •Discuss what the digits mean in each of the introduction numbers, and
and how their placement is vitally important to the number. The 6 in 607 is
Application very different than the 6 in 706. Ask “would you rather have the “6”
quantity in points from the 607 or the 706?”
•Model 706 on the board or on the overhead, and then have students
draw 706 and other numbers with base 10 blocks
• Have students order and model another couple numbers from smallest
to largest (ex. 900, 750, 404, 399, & 555)
• Near the end of the lesson, each student will be provided with a note
card with a number ranging from 0-9 on it. Three students will be called
to the front of the class (ex. 8, 4, & 1 go to the front of the class and
stand next to each other). Student volunteers will read the number
correctly when the notecards are held together. Eight hundred forty-one
should be read aloud. Then ask students who is in the tens place, who is
in the ones place, and who is in the hundreds place.

Assessment Have the students complete a worksheet that will reflect their newly
acquired knowledge. They will be asked to draw 3 or 4 three-digit
numbers of their choice. Students will use squares for hundreds, lines
for tens, and small squares for ones.