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Date of Lesson:
9/22/16
Lesson Content
Understand place value
MAFS.2.NBT.1.1 Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand the following as special cases:
100 can be thought of as a bundle of ten tens called a hundred.
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).
Evaluation Plan
Formative- Using white boards, students will write the correct number represented in the
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
modeled picture shown on the overhead (Tools- Base-Ten Blocks- virtual online
manipulative).
Summative- Students will complete Connections page 94 Students will also write
numbers 1-3 depending on their level of understanding 1-being I dont understand, 2being I kind of understand but need more practice, or 3-being I understand completely
and I am ready to move on. Will be collected on or the next day for evaluation.
Time
Estimat
e
3min
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
Date of Lesson:
9/22/16
Who is
responsibl
e
(Teacher
or
Students)
?
Teacher
12min
Students/
Teacher
1min
Date of Lesson:
9/22/16
Teacher
10min
Teacher/S
tudents
Put boards and markers away. Pass out goody bags representing
the manipulatives students will be using. Pass out place value
mats. (Remind the students that they are not to eat until told to do
so preferably eat them at the end of lesson.)
Teacher
Students
15min
Will complete worksheet. Students that still struggle will work with
partners/teacher. If students are not finished they will take it home
for homework. Students will also write numbers 1-3 depending on
their level of understanding 1-being I dont understand, 2-being I
kind of understand but need more practice The day of or the
following day worksheets will be collected for evaluation. While
students are working they may eat their goodies or save them for
home.
Materials:
Goody Bag containing crackers, pretzel sticks, and marshmallows.
Place Value Mats- Glue, scissors to put them together
White Boards
Markers
Lap Top (Teacher use for online source)
Connections Worksheet pg 94
Pencil
Date of Lesson:
9/22/16
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Not applicable.
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
Differentiation- For the low learners, the teacher will read the questions/directions of the
worksheet pg. 94. Students will also be allowed to work with shoulder buddy if needed.
Cognitive Theory
Cognitive theories of psychology are focused on internal states, such as motivation,
problem solving, decision-making, thinking, and attention.
Characteristics of the Concrete Operational Stage
The concrete operational stage begins around age seven and continues until
approximately age eleven. During this time, children gain a better understanding of
mental operations. Children begin thinking logically about concrete events, but have
difficulty understanding abstract or hypothetical concepts.
http://psychology.about.com/od/piagetstheory/p/concreteop.htm