Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Katelyn Kampshoff

Grade Level: 2nd Grade
School: Bridgewater- Emery Elementary

Date: 11/4/20

Time: 1:00pm (this lesson will take about 30-45 minutes)

Reflection from prior lesson (if you did not teach the previous lesson, what did you
observe that will help you prepare and teach this lesson?): From the previous lesson, I
have observed that the students are doing really well writing 3 digit numbers in different
ways. The only struggle they still have is showing the number by drawing a picture. They
sometimes confuse the ten sticks and the one stone.

Lesson Goal(s) / Standards: 2.NBT. A. Understand Place Value. 3. Read and write numbers
to 1000 using base-ten numerals (standard form), number names (word form), and expanded
form.

Lesson Objectives: I can write a three-digit number from a number name in different ways.

Materials Needed: Pencil and workbook

Contextual Factors/ Learner Characteristics: 9 girls, 8 boys. 6 students go-to TITLE for
more help in reading, spelling, and Math

A. The Lesson

1. Introduction (2-3 minutes)

· getting attention- 1..2..3.. eyes on me
· relating to past experience and/or knowledge – We have been working on
writing numbers in multiple ways. Can anyone tell me different ways to write
numbers? Right! We can write numbers by drawing them out (show an
example of the drawing), in word form (show example), and in expanded form
(show example).
· creating a need to know- Today we are going to be given a number in
word form and we will have to write that number in 3 different ways.
· sharing objective, in general terms-. I can write a three-digit number from
a number name in different ways.
2. Content Delivery (30-45 minutes)
i Alright students let’s turn to page 123
ii Lucia has 354 marbles. She wants to put her marbles in boxes
to organize them into hundreds, tens, and ones. How can you
show Lucia’s marbles? Use the space to show Lucia’s marbles.
Let’s first show 354 in a drawing. We will use boxes for hundreds,
sticks as tens, and stones as ones. How many hundreds do we
have in 354? So how many boxes will we draw? How many tens
are in 354? How many sticks will we draw? Finally how many
ones are in 354? How many stones will we draw? Great job
everyone, let's turn the page and continue.
iii Rosa and Same are looking at a collection of two hundred
nineteen baseball cards. How do we write two hundred nineteen in
number form? Right 219. Now using the space below I want you
to all draw a picture of 219 using boxes, sticks, and stones. Now I
want you to quietly turn to a partner and compare your drawings.
(give students a few minutes to draw and share). Alright, can
anyone please share what you did for your drawing? (have a
student share) Raise your hand if you had the same drawing!
Awesome, now we are going to write how many hundreds, tens,
and ones. How many hundreds do we have? (let students
answer) How many tens? (let students answer) And how many
ones? (let students answer) Now we are going to write 219 in
expanded form. (Have students solve) Great job everyone!
iv Let’s move on to the next page. Alright, there are five
hundred twenty-eight pages in a math book. Write the number in
different ways. First, we are going to write how many hundreds,
tens, and ones there are in 528. Who can tell me how many
hundreds, tens, and ones there are? (call on a student to answer).
Great, now we are going to write it in expanded form. (call on a
student to answer). So what is the number? (call on the student to
answer.
1 Let's move onto the next problem. It says Mr. Brislin
saves on hundred forty-seven pennies, Write that number
in different ways. Now I want you to turn and work with a
partner to write the number by showing how many
hundreds, tens, and ones there are, write it in expanded
form, and then write it in number form. When you are done
move on to the next problem and you and your partner will
write eight hundred sixty- one in those three forms again.
 When you are done please face forward and sit quietly and
we will go over the problems together.
v Please turn the page. We are going to pick a 3-digit number. I
want you to write that number in word form, then write it showing
how many hundreds, tens, and ones there are in the number, then
in expanded form, and in number form. When you are done I want
you to continue to do #4 and #5. Raise your hand when you are
done. I will come to check your work.

3. Closure (1-2 minutes)

i Great job today everyone! You all did so well writing a three-digit
number from a number name in different ways.

B. Assessments Used
1. Formative assessment- students independently worked to answer
questions, then I check and provide immediate feedback

C. Differentiated Instruction
1. Give students wait time.
2. For students who are still struggling use manipulatives of base ten blocks,
ten sticks, and one cubes.
3. for students who are more advanced start working on writing 4 digit
numbers in different ways.

D. Resources:
1. Houghton Mifflin Harcourt- 2nd grade into math curriculum book
 Student Teaching Handbook 36
April 2019

Lesson Plan Rubric

Name & No: 1 Date

Grade/Subject:

Evaluator: Student Teaching / Level

III
(3) Exceeds Expectations

(2) Meets Expectations Comment cells

autofit
(1) Emerging entered text
(0) Does Not Meet Expectations

Lesson Component Proficient Requirements (2) Score

(0-3) Comments

Enter the score ( 0-3) for each of the nine lesson components
Scores can be decimal parts of whole number

Reflection for each 1) What went well with the lesson?

lesson at 2) After analysis of student errors, what new
(also in the reflection log insights do you have
for about your students?
TWS) 3) If not all students met the objectives, what is
the new instructional plan?
4) What did you learn from this lesson, which
will affect the next lesson?

Contextual 1) Factors and characteristics of the class and environment

factors/learner
characteristics

Goals and objectives 1) Goals of the lesson are clearly stated and aligned with
aligned to state standards standards
2) Objectives being addressed are measureable

An appropriate and 1) Copies of materials (e.g., instructional tools,

organized selection of independent work, comprehension questions, vocab lists
instructional materials for content, book, etc.) 2) Takes into
and equipment consideration all of the technology components (e.g.,
software, # of computers)

Introduction Introduction components :

A. Getting attention
B. Relating to previous
C. Creating a need to know
D. Sharing objective in general terms

Content delivery 1) Specific instructional examples

2) Prompts as to what student will do or say

3) Examples to be used
4) Examples of questions to be used
5) Embedded technology as a natural part of instruction

6) An estimation of the time required for each part of the

lesson
7) Enough details for a substitute teacher

Closure 1) Listens to students' summarizations

2) Provides comments about the lesson
3) What did you like best about the lesson?

Assessment 1) Specific method for monitoring and

evaluating instruction
2) For some types of assessment include cutoff
scores
3) Assessment matches each objective in order
to measure student knowledge/comprehension
Adaptations and 1) Relevant learner characteristics
modifications for diverse 2) Adaptations and modifications for students
learners and students with special needs and/or students learning English
with special needs
3) Keep in mind instruction for learners
exceeding expectations, meeting expectations, emerging,
and not meeting expectations

Total Score

Average

Comments: Last edited 2/5/19

Student Teaching Handbook 37

April 2019