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Lesson Name Section 3.2 10 Tens is 100
Grade Level 2nd Grade
Curriculum Resource(s): List any Investigations (attached at the end)
textbook or other curriculum resource
that was used in planning this lesson.
Copy and scan the complete lesson and
upload with your plan.
Math Learning Goal: State in your own Working with relationships between 1, 10, and 100
words, what you want students to know / Using place-value model to represent a 3-digit numbers as 100s, 10s, and 1s
be able to do in this lesson. Knowing a dime represents 10 and a penny represents 1
AZCCRS Math CONTENT Standards Numbers and Operations in Base Ten (NBT)
Addressed: Write out complete standard 2.NBT.A Understanding Place Value
2.NBT.A.1 Understand that the three digits of a three-digit number represent groups of
hundreds, tens, and ones (e.g., 706 equals 7 hundred, 0 tens, and 6 ones and also equals
70 tens and 6 ones).
 Understand the following as special cases:

a. 100 can be thought of as a group of ten tens—called a “hundred.”

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

AZCCRS Math PRACTICE Standards 2.MP.5 Use appropriate tools strategically.

Addressed: Write out complete standard
Mathematically proficient students consider available tools when solving a
mathematical problem. They choose tools that are relevant and useful to the problem at
hand. Proficient students are sufficiently familiar with tools appropriate for their grade
or course to make sound decisions about when each of these tools might be helpful;
recognizing both the insight to be gained and their limitations. Students deepen their
understanding of mathematical concepts when using tools to visualize, explore,
compare, communicate, make and test predictions, and understand the thinking of

Vocabulary State the key mathematical No students can read in another language in my classroom.
and vocabulary used in the
Language lesson, in both Spanish and Place Value- How much a number is valued based on its position
Objectives English, if appropriate.
Represents- what it is worth, the value of a number.
Provide a student friendly
definition for each
vocabulary word or phrase.
State language goal(s) for Students will be able to understand how these three vocabulary words relate to the
the lesson. These should be math they are doing. I would like students to say thing s along the lines of, the two in
objectives for how students 23 represents 20 because of its place value.
will use language during
the lesson as they are
solving and communicating
their thinking about
mathematical tasks.

Materials & Tools: Describe Tools you

will have available to support student Smart board and worksheet of 100 sticker chart. The students will not use base ten
learning. blocks because they will be looking at the visual of base ten blocks on the board.

Adaptations to Strategy 1: I am planning on keeping the arrangement of the lesson how it is in the textbook lesson
the Lesson Rearrange Lesson plan. The order that the lesson is given in the lesson makes sense for the student’s
Describe how you Components progression in this lesson.
adapted the
lesson from the
textbook, or other
resource. If you
used either of the
strategies listed,
please describe
how you used the Strategy 2: Adapt I am changing fact fluency for this lesson because I am sticking to the routine that my
strategy, and your Tasks mentor teacher has the students do. For fact fluency students will work on their own
reasoning for the Consider how you individualized math facts so that they are working at a challenging but appropriate
changes made. might adapt
Describe any numbers, contexts,
other changes you language, and
made to the problem structures
lesson as well. to support students’
learning and

Other Adaptations No other adaptations are needed.


State any tasks/problems/activities that you will use in this portion of the lesson.
I will have the students work as a whole group on the smart board working on knowing the total number that is represented on
the board.
Have students work in partners on the Introducing Sheets of 100 Stickers.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Transition students into the lesson. I will transition the students into the lesson by saying when the timer goes off we need
Introduce the task. You might to clean up and come to our spots for the smart board lesson.
introduce the problem through a story
book, a picture, a question, or by
discussing the context.
Get the students ready. Draw on I will then start off the lesson by asking students if they can tell me everything that
prior knowledge and experience. Find represents 10 on the board and then everything that represents 1 on the board.
out what students already know about the
topic / task, and help get them ‘ready’ to
work on the task. You might begin with
an easier version of the same task. You
might have them brainstorm ways of
solving the task.
Pose the Task. Consider how you will I will pose the task by reading the directions and then solving the problem as a class.
present the task (on paper, on the This way every student will understand what is being asked of them. The task I will
overhead, on chart paper, etc..) Will each pose and work on as a whole group will be T22. I will introduce this task by asking the
student have his/her own copy? Will you
students if they see any groupings or similarities on the board. I will see if they can
read the task to students? Consider how
to make it accessible to English learners.
count by tens and make sure every students grasp the concept of one to one correlation.
Make sure all students understand
what the task is asking. Consider ways
to support language learners in making
sense of the task. You might ask students I will then ask the students if they have any questions. We will do one more example
to restate the task in their own words. where I am the one moving the smart board before I start to call on individuals. The
You might have them brainstorm ways of additional example I wil do as a whole class is I will make up a number that has not
solving the task.
already been shown and have a student show me a way to represent that number.


State any additional tasks/problems/activities that you will use in this portion of the lesson.

I am planning on sticking to the lesson plan given by Investigation.

The students will work as a whole class and in pairs during this lesson. How many is in one row? How many rows of 10
are there? How many ones are there?
In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Support students as they are working
on the task. Your main job in the Can you show me 700? How many one hundreds are in 700? Can you show me 700 in
“during” part of the lesson is to support a different way? What would that look like?
and extend students’ thinking as they are
working on the task. You will need to:
Find out about student thinking. How did you get that answer?
What will you be listening and looking for,
what strategies do you expect to see?
Support students’ thinking– How do you know 1 dollar represents 100? If there are ten groups of ten that equals
suggestions, questions to get students 100. How many groups of ten do you see in this 100 sticker chart?
moving on the task, or to help students
who are struggling.
Encourage students to test out their
own ideas.
Support diverse groups of learners. Show your partner how you got your idea and see if you got the answer the same way
Consider specific supports that will be or different ways?
needed for Emerging Bilinguals.
Extend the tasks up and down.
Describe how you could adapt the task for
students who struggle with the I now want you to add 8 ones and 4 tens. How many do you have now?
mathematics (extensions down) and for
I want students to say the total. I will call on students to come up to the board and write
students who are ready for an additional
challenge (extensions up). an equation.
Pose questions that help students
extend their thinking by looking for
patterns, considering multiple solutions,
explaining their reasoning and thinking, What is a way that you counted to get your answer? Did you add anything together?
etc. I will support students who are still struggling by asking students if they still have any
questions or if they are wondering anything. For students that are needing a challenge I
will give them harder problems when I call on them.

3) AFTER: Summarizing / Final Discussion

State any additional tasks/problems/activities that you will use in this portion of the lesson.
I will end the lesson by going over the right answers on the worksheet and then seeing what students will need
more support in this area when we have teacher review time later this week.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Facilitate a class discussion and a
sharing of students’ strategies. I will facilitate a class discussion by having students first turn and share with the
Describe how and where students will person next to them and then call on students to share there answers with the class. We
share, how many will share, and how you
will then talk as a class to solve the problem that student’s way.
will choose those students. Consider how
you will support English learners to share I will focus on the different ways to write equations using one hundred and the
their ideas and strategies. different ways they can make one hundred using the tools given.
Encourage dialogue and debate
among students. Think about how the
class will determine whether a solution is I will encourage class dialogue and debate by not telling the students the correct answer
correct or incorrect. Think about how you and to have them work together to prove why their answer is correct.
will help English learners make sense of
I will ask them questions such as what is a new way we could represent the same
ideas shared in group discussion.
Think about the kinds of questions you
will ask students about their strategies.
Summarize the important
mathematical ideas. Consider how you
will draw students’ attention to the big The students will show me that they understand the big concept by writing equations
mathematical concepts. Make sure you on the board as well as moving the tools on the side to show me they know what is
define here what those important being represents or what I am asking to be represented. I am hoping the students know
mathematical ideas are.
what the equations should look like based on previous lessons they have had.
Assessment. How will you assess what
students learned in the lesson?

I will assess what the students have learned in this lesson by how well they did on their
worksheet and how much they participated in the whole group.