WGU Direct Instruction Lesson Plan - Math - 2nd Grade Place Value PDF

Preview

Summary

Task for Elementary Mathematics Methods...

Description

Part A. 1. My first math manipulative is base ten blocks. These cubes come in various colors and provide a hands-on approach to help students develop conceptual understanding such as place value, adding and subtracting, as well as division. A benefit of the base ten blocks is that they enhance a student’s ability to develop counting skills and explore critical thinking. Students can also use them in a collaborative setting to develop problem solving skills. A disadvantage is they could be a potential distraction for some students who would rather play with them during instructional time. They tend to be lost easily which could be cost prohibitive over time. 2. My second math manipulative is tangrams. These are a manipulative that come in geometric shapes in a variety of colors. They assist with providing students opportunities to understand the concept of how geometric shapes can be deconstructed and reconstructed into new shapes. Another benefit is that it also assists in building visual-spatial skills as students learn how to manipulate the shapes. A disadvantage would be for students who struggle with fine motor skills as they could become frustrated with arranging them to complete a task. 3. My third math manipulative is snap cubes. These are small cubes that snap together and can be used in many math applications. The benefits of these snap cubes are that they assist young learners with number models. They could also be used in a 10-frame task as they come in various colors. One disadvantage is that they are another tool that could be a distraction for students who would rather play with them than engage during instructional time. 4. My fourth math manipulative is the geoboard. This board has pegs that you can use stretchy bands to construct shapes of various sizes. One of the many benefits of a geoboard is that it invites even young children to explore and experiment with shapes and they can manipulate one shape into another which assists with experimentation and early concepts of shapes. One disadvantage is that because it uses stretchy bands to form the shapes, it could pose as a tool for an unruly student who decides to use the bands for another reason. Part B. 1. My first visual manipulative is the number line. This is useful when students are exploring concepts such as adding and subtracting positive and negative numbers. One benefit of the number line is that it can increase the

capability of a student to model and comprehend the concept that is being modeled. One challenge is that it may make the concept too easy for a student and they decline to think on their own. https://www.didax.com/math/virtual-manipulatives.html 2. My second virtual manipulative is the two-color counters. These are useful when students are learning basic math skills, such as in kindergarten, so that they can add and subtract numbers. A benefit to the virtual two-color counters is that it can save time during instruction. The immediate feedback a student receives also builds self-confidence in their acquired skills. A challenge is that students who have newly acquired math skills may need assistance in understanding concepts which is hard to do with a virtual manipulative. https://www.didax.com/math/virtual-manipulatives.html 3. My third virtual manipulative is the base ten blocks. These are great to use when exploring place value of numbers. A benefit to base ten blocks is that students benefit from being able to work at their own pace and make conceptual connections. A challenge to base ten blocks is that students could become reliant on technology and not be able to solve a problem on their own. https://www.didax.com/math/virtual-manipulatives.html 4. My fourth virtual manipulative is prime factor tiles. These are useful for helping students understand concepts instead of following step-by-step instructions. One benefit of prime factor tiles is that they assist students in building comprehension of factors which directly applies to learning higher functions in algebra. One disadvantage is that some programs do the work for the student, which in the end does not enhance learning. https://www.didax.com/math/virtual-manipulatives.html

Direct Instruction Lesson Plan Template General Information Lesson Title: Place values Subject(s): Elementary Math Grade/Level/Setting: 2nd Grade Instructional Setting: 20 students – 2 are above-grade readers (gifted and talented), 14 are on grade-level readers, 3 are ELL, 1 with special needs Prerequisite Skills/Prior Knowledge:

Students should be able to competently exhibit the concept of addition and place value digits.

Standards and Objectives State/National Academic Standard(s): 2.NBT.A.1 Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).

https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf

Learning Objective(s):

Provided with place value quiz, students will be able to determine the place value of a 3-digit number with 90% accuracy – or 11 out of 12 problems. Materials  Whiteboards

Technology Smartboard – used during guided

 Base ten blocks (concrete manipulative)  Scissors  Glue sticks  Interactive math notebooks  Handouts for interactive notebooks – 3 copies in English and Spanish for ELL students  Words for Math Word Wall  Quiz for end of lesson summative assessment. – 3 copies in English and Spanish for ELL students

practice

Place Value – BrainPOPJr Video on YouTube

https://www.youtube.com/watch?v=np0GyOqHRc

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s):

 Students will be able to explain the place value of a given number.  The main idea for this lesson is for students to understand place value for hundreds, tens, and ones when given a number and will be able to record it in their interactive notebook correctly.

Vocabulary: Place value      

Expanded notation Standard form Digit Numeral Value Ones – tens – hundreds (students will recognize and identify the correct

values for given numbers) Discourse and/or Syntax: During the group activity, or independent practice, students will work with their peers using think-pair-share while working in their interactive notebooks. They will use discourse during this time to explain their findings.

Planned Language Supports: Math Word Wall Vocabulary words Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher  Begin by activating prior knowledge and reviewing 2digit numbers, tens and ones places. I will do this by asking some riddle questions, for example: I have 5 tens and 3 ones, what number am I?

Student Actions  Students will actively engage with opening questions and answer when prompted.

 Students will watch the BrainPOPJr video on place value.

 Show the BrainPOPJr video on place value of hundreds, tens, and ones.  Review vocabulary words and place on Math Word Wall.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

 Teacher will first model various two-digit numbers using the smartboard and the base ten blocks. Before writing the number that correlates with the base ten blocks, ask students to describe what they see.  Then model a 3-digit number and ask the students to describe what they see and ask them how they came up with their answer.

 Students will actively participate in the modeling exercise and explain the process of how they decided on their answer.

Guided Practice: Activity Description/Teacher  Hand out whiteboards and base ten blocks to each student.  The teacher will model various numbers, beginning with 2-digit numbers and moving to 3-digit numbers, on the smartboard and instruct students to use their base ten blocks and arrange the number on their whiteboard. Ask students to share their findings by explaining the process they used to get to their answer.  Then use the base ten blocks to project a number on the smartboard and have the students write their answer on the whiteboard. Again, ask

Student Actions  Students will actively participate by displaying their answers first using the base ten blocks and then by writing their answer down on their whiteboard.

 Students will also volunteer to share their answers and explain the process they used to come up with their answer.

students to share their findings by explaining the process they used to get their answer.  The teacher will walk around the room and observe students completing the task and check for comprehension by asking questions such as “can you tell me how you arrived at your answer?” Independent Student Practice: Activity Description/Teacher  The teacher will pass out the interactive notebook handout and ask students to work in their groups to work in their interactive math notebook to complete the handout.

Student Actions  Students will complete their interactive notebook assignment in groups using the methods which were modeled during guided practice. They will complete the quiz independently.

 Once students have completed the interactive notebook handout, they will be given the place value quiz to complete.

 The teacher will circulate around the room as the students work in their groups, checking for comprehension by asking for explanations on how they arrived at their answer.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher

Student Actions

Once both assignments have been completed and turned in, the teacher will draw a picture on the smartboard that represents a number such as 125. Students will discuss their answer with a member in their group and be given a prompt, My answer is _______ because _______. The students will be asked to share how they came up with their answer.

Students will work with a member in their group and answer the prompt to check for comprehension. They will then share with the group their method of how they came up with their answer.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: These students will be given more challenging numbers as well as some with zero in them as some students tend to ignore the number zero when it is in the tens place. EL: These students will be provided with additional time if needed as well as handouts in English and Spanish. The Math Word Wall also has Spanish translation posted so they can refer to that if needed. Students with Other Special Needs: Special needs students will be placed in a group who can lend assistance when needed. Step-by-step instructions will also be given and breaks during transitions will also be given. Assessment Formative Describe how you will monitor, support, and extend student thinking.

During the independent student practice, as the students worked in their cooperative groups, the teacher circulated the room and completed an observational assessment by taking notes, assessing for comprehension or where there was a lack of comprehension so that future lesson plans could be adjusted as needed.

Summative (Quizzes, Tests, products)

The summative assessment is a 12-problem quiz, in which the students will be able to answer the questions with 90% accuracy – or 11 out of 12 problems will be correct.

Part D: Reflection: Explain how the tool from part C will enhance student learning during the session.

Using the base ten blocks provided during the guided practice, the students were able to analyze and understand place values with hundreds, tens, and ones. By

providing them with a hands-on manipulative during the math lesson, they were more engaged and had a tool to assist with visual understanding of the task. I chose this tool to provide a physical model of the place value concept as it allowed the students to physically represent what they are learning so they can develop a deeper understanding of the meaning of the concept. This also allowed them to use the base ten blocks to practice and develop problem-solving skills in a collaborative setting.

E. Explain how your lesson plan incorporates each of the following components: 1. Conceptual understanding: During guided practice, conceptual learning was experienced by the students as they engaged in a quality learning experience by working with guidance from the teacher as they were able to process and write their answer to a visual that was provided rather than being taught by more traditional method of learning the topic. Students were able to use manipulatives and make connections to their own ideas, which provided a deeper connection to their learning experience. 2. Problem solving: During independent practice, students worked in a group setting to collaboratively complete their interactive notebook activity. This included a handout for them to complete that was related to the lesson taught and they answered problems based on their learning experience during guided practice. They also completed a 12-problem quiz to further assess that they were able to comprehend what the lesson was about. 3. Procedural fluency: This was achieved when the students were completing their quiz during the closing procedure activity. They were able to accurately and efficiently perform the skills acquired during guided and independent practice so that they could complete the quiz with 90% accuracy, or answering 11 out of the 12 problems correctly.

F. Explain how one instructional strategy in your lesson plan (collaborative learning, modeling, discovery learning) supports learning outcomes. During the Presentation of New Information portion of the lesson, I selected a collaborative approach to learning by fully engaging the students and included all learning styles and diversities. The students used manipulatives to solve problems and achieve an understanding of place value. The students used collaborative learning to achieve conceptual understanding.

References

YouTube. (2020). Place Value - BrainPOPJr. YouTube. Retrieved October 4, 2021, from https://www.youtube.com/watch?v=np-0GyOqHRc. Tennessee math standards - tn.gov. Tennessee Department of Education. (2018, April 5). Retrieved October 4, 2021, from https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf....