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Lesson Plan - Place Value

1) The lesson plan is for a Grade 2 math class about place value with ones and tens. Various manipulatives like cubes and counters will be used. 2) Students will start with a story and demonstration of ones and tens using cubes. Then they will work in groups representing numbers with base ten blocks, solving puzzles, and matching numbers to pictures. 3) Assessment includes observation, oral questions, and a checklist. The teacher reflected that students were engaged through the different learning activities and manipulatives. Areas for improvement include increasing difficulty progression and allowing more independent thinking.

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209 views3 pages

Lesson Plan - Place Value

1) The lesson plan is for a Grade 2 math class about place value with ones and tens. Various manipulatives like cubes and counters will be used. 2) Students will start with a story and demonstration of ones and tens using cubes. Then they will work in groups representing numbers with base ten blocks, solving puzzles, and matching numbers to pictures. 3) Assessment includes observation, oral questions, and a checklist. The teacher reflected that students were engaged through the different learning activities and manipulatives. Areas for improvement include increasing difficulty progression and allowing more independent thinking.

Uploaded by

api-302003110
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student-Teacher: Fatima Ali

Date: 1-11-2016
Primary EPC 3403 Lesson Planning Template Year 3, Sem 1

Small
Time: min

Whole
Time: 10 min

Grade Level: Grade 2


Subject: Math
Strand: Medium level.
Learning Outcome (ADEC code and words):
Able to recognize place value (ones and tens).
Able to represent ones and tens by using cubes or drawing.
Resources
Preparation (what do you need to do/make before class?)
Flower bunch
Prepare the PowerPoint slides.
Different manipulative objects (sticks, cubes,
Get the resources ready.
and counters).
Review the lesson plan.
Small board for each student
Key vocabulary/Target Language
Baskets.
Ones
Markers
Ten
Envelopes
Dirhams(ones and tens).
Opening (warmer activity + teacher introduction/demonstration of small group activities)
Task 1:
1. Tell students story and linked to their life ( engage and explore)
While telling students the story I will use TPR, engage students by asking them questions, and ask
them to solve the problems. As a result, students will pay attention and motivate to learn.
2. Explain for them the terms ones and tens by using cubes and write examples on the board
(explain).
Guided Experience (group working with the teacher)- whole class activities
Activity 1: use base-ten blocks to represent the number
Instruction
Students will take one card and use base-ten blocks to represent ones and tens.
Activity 2: find your partner
Instruction
Each student will have a card either the number or the picture of base- ten blocks. Students will
move around to find their partner. For example, if the card is 15, student will move and find her
partner that has the picture that represent 5 ones and 1 ten.
Independent Experience (small group activity 1)
Represent the number by using base-ten blocks.
Instructions:
Give each student a number.
Students will look at their number, use base ten blocks to represent ones and tens. For example, if
the number is 23, they will put 2 ones and 3 tens.

Closing

5
min

Whol
e
Time:

Independent Experience(small group activity 2)


Solve the puzzle and write the number.
Instructions:
Each student will have a puzzle and marker.
Students will solve the puzzle, look at the picture of the base-ten blocks (ones and tens) and figure
out the number that represent the ones and tens.
They will write the number on the space.
Independent Experience(small group activity 3)
Matching cards
Instructions:
Each students will have a set of number cards and pictures of base-ten blocks(ones and tens)
They will match the number with the picture of base-ten blocks (ones and tens). For example, if the
number is 13, they will match it with the picture that represent 3 ones and 1 ten.
-------------------------------------------------------------------------------------------------Independent Experience(small group activity 4)
Represent the number by drawing
Instructions:
Students will takes the cone and look at the number.
Student will represent the ones and tens by using drawing.
-------------------------------------------------------------------------------------------------Independent Experience(small group activity 5)
Color the base-ten blocks that represent the number
Instructions:
Each student will have a card, they will look at the number and then color the base-ten block (ones
and tens) that represent the number.

Do a short review by asking the students to locate the place of ones and tens.
Give students more example about representing numbers.

Assessment
While students are doing the activity I will walk around to observe their working .Also, I will ask students Oral
questions, such as, how did you get that?
Moreover, I will provide appropriate feedbacks for them and improve their learning.
Also, I will use the checklist.
Reflection:

What went well:


Students were engaged during the lesson because I integrated different learning styles and technique to
grape their attention. For example, the story was a powerful technique to support students to learn and
understand the lesson better. Also, I apply learning styles in the teaching, for instance, visual when I showed
them pictures and looking at the spectacular colors. Moreover, auditory when they heard the story,
kinesthetic when they moved their hands during activates. Finally, I improved their social domain when they
worked as groups.
The learning center strategy was productive, students were excited and motivated to learn. The activi ties
were fantastic; there are lots of manipulatives which play a part to help students in understanding the lesson.
The class was based more on the students center rather than teacher center. I talked just 2 minutes and then
gave them an opportunity to explore, discover and construct their ideas. Students are busy all the time to
work on the activities, and there is no chance for exhibiting negative behavior.

I was able to manage the class; the class was organized and there a nice transition between the activities. I
used counting strategy, bell, and different signs.
Most of the students understand the lesson, and I was able to achieve the learning outcomes. Furthermore, I
was able to recognize the students who struggle to understand the concept, and I provide them scaffolding
and supporting by sitting with them and teach them the concept again.
The classroom was smooth, flexible and the learning was productive.
I was able to use the checklist to assess the students knowledge.

Even better if:


Do progression of difficulty in activities and allow them to construct their thinking by themselves.

Next step in teaching and learning:

Use different strategies while teaching such as integrate learning styles and differentiation
activities.
Monitor student while doing the activities.
Do progression of difficulty in activities.

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