Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Sara Medin

Grade & Subject Area: Grade 2, Mathematics
Date for Planned Lesson: March 5th, 2018

Lesson Title Place Value – Lesson 1

MN/CC State Standard(s) 2.1.1.2
- direct quote from MN standards Compare and represent whole numbers up to 1000 with an
documents emphasis on place value and equality.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Represent tens or hundreds in a 3-digit number.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Identify the ones or tens in a 2-digit number.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Digit, place value, ones, tens, hundreds, connector blocks
a. Domain-specific Acad vocabulary
b. Recognize, represent, compare, brainstorm, create, explore
b. General Academic vocabulary
(words used in school across many c. I can use the first number in the number sequence to tell me if
subject areas) the number as a whole is a larger or smaller number. (Example:
c. Syntax Sentence Frame: Example with the number 321, looking at the 3 and knowing that its place
sentence that students can use value is larger than that of the 2 or the 1)
to accomplish target d. The students will have an opportunity to use our academic
d. Point in lesson where students will language during phase 3 when we are talking about how to
be given opportunity to use represent our number with the connector blocks.
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports MK and TS will accomplish the stated target with the added
a. Identify how some form of support of a visual anchor chart and a place value block sheet to
additional support will be go along with their connector blocks.
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Whiteboard, whiteboard marker, place value anchor chart, pencil,
math notebook, connector blocks, ticket out of here card

Lesson Part Activity description / teacher does Students do

Phase 1 a.) Teacher will write the learning target up a.) Students look up
State Target & Activate Prior on the board and then read it out loud to at white board and
Knowledge the students. listen to you as you
a) Post the learning target “Identify the tens or hundreds in a 2-digit read out the learning
number.” target.
 statement and indicate whether
the teacher or student(s) will read already know about place values.
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry “Today we are going to be doing some
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
b.) Brainstorm ideas of what students b.) Students will
share their previous
(5 minutes) knowledge of place
values and what they
think they are.
Note student responses up on the white
board around a brainstorm cloud. Take
what they come up with and use it to guide
the rest of your teaching.
Students will sit and
investigations into what place values look listen to you explain
like - what it means to be in the ones, tens, place values.
and hundreds place. We have our anchor
chart here, which shows a ten block and a
few ones blocks. I will be giving you all
numbers and you will use blocks to
represent those numbers. The blocks
stack on top of each other and we will
make our biggest block towers ten blocks
tall before starting new towers. If the Students will suggest
number is above 100 then push ten sets of numbers for you to
ten together. First we will do a practice try.
round where you will give me a number
and I will represent that number with block
towers.”
Have students give you numbers to work Students help you
with and see if they can help you create build your block
your block towers. towers out of the
numbers that they
gave you.
Think about how to explain the counting in Students share ideas
groups of ten and guiding them to their of how to represent
answer. Individual groups of ten and 123 with their blocks.
counting on. Possibly doubling.
Let’s talk about our place values here. Students answer
Someone said ‘123’ so let’s represent that questions about how
number with our blocks. How do you think to represent the 123
we should go about doing that? We would in different piles, with
probably want to set 3 blocks aside to some in a hundreds
represent the ‘3’ in our number. Setting pile, some in a tens
those 3 aside leaves us with how many pile, and some in a
more to represent? (Students answer) ones pile.
120! Now should we just leave 120 blocks
in a messy pile? (Students answer) No?
Maybe we can group them. How many did
we say would be in our largest group?
(Students answer) 10. (Students answer)
How many groups of 10 should we make? Students come up
12. (Students answer) What did we do if with their own
we had over 100 blocks? (Students numbers and use the
answer) Make a 100’s pile! (Students connector blocks in
answer) ones and tens piles
I am going to give you all a few minutes to to represent the

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to answers and see if their answers match
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure Let’s look back up at our learning target
a) Restate learning target
b) Explain a planned opportunity tens or hundreds in a 2-digit number.
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps Austin: Austin needs to work on being
explore with your connector blocks. You numbers.
can write down numbers of your own,
between 1-55, and show how you used the
blocks to represent your number.
[Have students start with 2-digit numbers
and then move on to 3-digit numbers. The
numbers that you give students will be
anywhere between 1-110. If it is 100 then
you will have them group ten sets of ten
separate from their regular tens pile to
help show that they’ve now reached 100.
You can demonstrate what a 100 pile
would look like so they know what theirs
should look like.]
Have students share some of their Students share.
numbers and how they used the connector
blocks in their ones and tens piles to
represent their numbers.
Now I am going to give you numbers and I Students will listen
would like you to use your connector for the number that
blocks to represent that number. Once you give them, make
you’ve made the block piles I would like their tens and ones
you to write down how many tens piles you piles, and write down
have and how many ones piles you have. how many tens and
[Leaving students to try to figure out for ones piles that they
themselves that if they have ten groups of come up with.
ten that it will make a hundreds pile]
I would look at every student’s individual Students will listen to
you as you
the numbers that I gave them. If there are conference with them
errors than I will try to ask them probing on their individual
questions to help them come to their own answers.
correct conclusions for their mistakes. If
there are many errors I will point them to
look at a student’s work who had it correct.
Students give a
that we had today. We were Identifying the thumb up if they think
that they can identify
Thumbs up if you think you are able to the tens and
identify the tens or hundreds in a 3-digit hundreds in a 3-digit
number. number.
Thumbs up if it’s good, thumbs to the side
if you need more practice, and thumbs
down if you are not sure.
Before you get up I would like you to fill out
this little sheet here to tell me how you feel
about today’s lesson – whether you feel
good, like you could use a little more
practice, or if you still don’t understand any
of it.
Good job with your work today, team!
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
able to explain the place values in the 2-
digit numbers.
Noah: Noah understood today really well.
He can move forward with learning place
values in 3-digit numbers.
Timothy: Timothy needs to keep working
on his 2-digit numbers.
Mythri: Mythri needs to do more review
with 2-digit numbers.
Oliver: Oliver was absent today.
Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Sara Medin

Grade & Subject Area: 2nd Grade, Mathematics
Date for Planned Lesson: March 6th, 2018

Lesson Title Place Value – Lesson 2

MN/CC State Standard(s) 2.1.1.2
- direct quote from MN standards Compare and represent whole numbers up to 1000 with an
documents emphasis on place value and equality.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Represent tens or hundreds in a 3-digit number.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Identify and explain how each number in a 2-digit number holds a
- concisely says what students will be separate place value.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Digit, place value, ones, tens
a. Domain-specific Acad vocabulary
b. Recognize, represent, standard form
b. General Academic vocabulary
(words used in school across many c. I can use the first number in the number sequence to tell me if
subject areas) the number as a whole is a larger or smaller number. (Example:
c. Syntax Sentence Frame: Example with the number 57, looking at the 5 and knowing that its place
sentence that students can use value is larger than that of the 7)
to accomplish target d. Students will have the chance to use the academic vocabulary in
d. Point in lesson where students will phase 3 when they are working in pairs to recognize the tens and
be given opportunity to use ones places and represent them.
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports MK and TS will accomplish the stated target with the added
a. Identify how some form of support of a visual anchor chart
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Whiteboard, whiteboard marker, place value, anchor chart, pencil,
math notebook, place value block worksheet

Lesson Part Activity description / teacher does Students do

Phase 1 a.) Teacher will write the learning target up Students ready the
State Target & Activate Prior on the whiteboard and will read it out loud learning target with
Knowledge with the students. you.
a) Post the learning target “Identify and explain how each number in
a 2-digit number holds a separate place
 statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
value.”
b.) We are going to do some review of Students put their
what we talked about yesterday. Hands up hands up if they
if you would like to share something that remember something
you remember from our math yesterday.” from yesterday and
“We talked about place value. We are want to share it with
going to continue talking about place value the group.
over the next few days and we will explore
some other ways of representing the place
values, be it numbers, words, or blocks.
Listen to what the students say about what
they remember from the previous math
lesson.
Today we will be looking at the standard Students will listen to
form (explain what Standard Form means) you explain what you
and word form of writing place values. are doing.
That means that we will be writing
numbers down and then underlining
whichever place value I tell you to.
Yesterday we represented the place
values by using connector blocks and Students will tell you
today we will be using underlines to if they remember how
represent our place values and then they sometimes have
writing them out in word form. to rub out sounds for
You know how in phonics your teachers phonics.
will sometimes ask you to point to or rub Students will answer
out a certain sound? It’s that same idea you when you ask
today with math. Our place values are like which place (in the
our sounds and you will be rubbing out or number 127) is your
underlining certain place values. tens place.
(write the number 127 on the whiteboard)
If I want to underline out my tens place
that would be like rubbing out my middle
sound in phonics. Which one is my tens
place? (Students say it’s the 2 in 127) I’m
going to underline my tens place.
Thumbs up if you understand what we just Students will give you
did and if you think you are ready to try a a thumbs up or down
few numbers. depending on
whether or not they
understand what you
are talking about.
I would like each of you to turn to your Students talk with
elbow partner and work together to find the their elbow partners
ones and hundreds place in our number, to figure out the ones
127. Once you think you have it figured out and hundreds place
I want you to raise your hand. As soon as in our number.
everyone’s hands are raised we will share Students will raise
what we came up with. their hands once
I am going to put up a list of numbers on they’ve figured it out.
the whiteboard and I would like each of
you to write the numbers down on this

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
whiteboard table and underline your tens
place in each number.
Have students share their answers.
Now I’m going to give you and your elbow
partner a few more numbers and I want
you to talk to each other about which
numbers are in the ones and/or tens place.
Number choices: 72, 53, 86, 19, 27
Listen in on each of the groups and take Students chat with
note of which groups answer both the their elbow partner to
ones and tens and which groups stick to find answers to ones
answering either the ones or the tens and tens place
place. values in given
numbers.
We are going to try some numbers on our
own, without an elbow partner. We will
work on finding out which numbers fit in
the ones and tens place values and
representing those numbers with words.
Once we have our words written for each
number we will come back and look at the
words we chose to use. For example, if the
number I wrote was 34, what words do you
think I should write down? Take a few Students take a few
seconds to think about it and then we’ll talk seconds to think
about it. (Give a few seconds for them to about your question
think) My number is 34. I see there is a 4 about which words to
in the ones place so I would have to have use to write out the
the word ‘four’ in there. What number is in number 34.
my tens place? I have a 3 in my tens place Students will answer
so I would write the word ‘thirty.’ If I have a which number is in
‘thirty’ and a ‘four’ written out and I put the the tens place.
words together it would look like (write this
on the board and have lines that say ones
or tens under each appropriate word)
‘thirty-four.’ The dash in there helps
connect my numbers together when they
are written in word form. Now it’s your turn Students will write
to practice with the numbers that I’ll give down the numbers
you. When you write down your words I that you gave them
want you to do the same thing that I just and then use words
did up on the board. I want you to draw out to represent every
those lines under each of your words to place value.
show me whether or not your words are in
the ones or tens place.
25, 85, 16, 37, 93 (Extra numbers for if you
have students who finish early: 72, 69, 54,
99, and 46)
(Once students have had enough time to
write down their numbers and words)
“Let’s look at some of our word choices
and check that they are in the correct
place value spot.”
 Look over the words that each student
used to represent their numbers and check
their place value.
Phase 4 Assessment Teacher will check in with each student to
Explain plan to check for ability to see if they are using the correct words to
apply demonstrated represent each number and if they are
steps/procedures during placing the words in the correct value spot.
independent practice
Phase 5 Restatement & Closure Let’s take another quick look at what our Students raise hands
a) Restate learning target learning target was today. Who would like to be the one to read
b) Explain a planned opportunity to read it aloud for us? (Student reads the the learning target
for students to self-assess Learning Target) aloud.
their perceived level of Thank you for reading that for us. Our
mastery for the target. learning target was to identify and explain Students will give you
how each number in a 2-digit number a thumbs up if they
holds a separate place value. Do you guys think that they did
feel like we did a good job with working on well with reaching the
identifying and explaining the numbers in learning target for the
our 2-digits? Thumbs up if you think you day.
did a good job with this today.
Good job with your work today, team!
Phase 6 Summative Next Steps Austin: Austin needs review work on the Ask what they think they
Attach a class roster (first names 2-digit numbers still. He seems to need more practice in.
only) with space to indicate understand the work but cannot explain it
for each student the needed back to you.
next steps of instruction. Noah: Noah did well with his digits today.
He can continue on with 3-digits.
Timothy: Timothy can move on to 3-digits.
Mythri: Mythri seems to understand when
she is talking with you but cannot do it on
her own yet. She needs more practice with
2-digit numbers.
Oliver: Oliver can move on to 3-digit
numbers.
Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Sara Medin

Grade & Subject Area: 2nd Grade, Mathematics
Date for Planned Lesson: March 7th, 2018

Lesson Title Place Value – Lesson 3

MN/CC State Standard(s) 2.1.1.2
- direct quote from MN standards Compare and represent whole numbers up to 1000 with an
documents emphasis on place value and equality.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Represent tens or hundreds in a 3-digit number.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Identify and explain each of our four number forms to represent a 2
- concisely says what students will be or 3-digit number.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Digit, place value, ones, tens, hundreds, base ten block form,
a. Domain-specific Acad vocabulary expanded form
b. General Academic vocabulary
(words used in school across many b. Recognize, represent, written form, word form
subject areas)
c. Syntax Sentence Frame: Example c. I can use the first number in the sequence to tell me if the
sentence that students can use number as a whole is a larger or smaller number.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports MK and TS will accomplish the stated target with the added
a. Identify how some form of support of a visual anchor chart and a place value chart that they
additional support will be can write on.
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Whiteboard, whiteboard marker, place value anchor chart, pencil,
math notebook, empty place value chart, place value puzzles,
empty place value puzzle pieces

Lesson Part Activity description / teacher does Students do

Phase 1 Teacher will write the learning target up on
State Target & Activate Prior the white board and it aloud to the group.
Knowledge Good morning, J9! Are you guys ready for Students say good
some fun learning today? We’re going to morning back to you.
 a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
take a look at our Learning Target for
today.
“Identify and explain each of our four Students will listen to
number forms to represent a 2 or 3-digit the Learning Target
number.” for the day.
That is our goal for today. Raise your
hands if you can remember and share
what we were working on yesterday. Students raise their
Do some review based on what the hands to share what
students can/cannot recall from the they remember.
previous lessons.
I will note who raises their hands for Students share.
sharing what they remember and if what
they remember is correct.
We have learned three forms so far, the Students listen to you
base ten form, the standard form, and the explain what you will
word form. We have one more form to be doing today.
learn today - another way to help us
represent our place values - before we do
a fun activity with it. (Write/draw out the
forms to keep for students to look back at) Students work on
Our last form is the extended form. Does writing out extended
anyone know what that means? numbers.
If our number was 24, that is it in the
standard form, the extended form would Students share if
look like 20+4. It’s like breaking apart our they are okay with
24 into the tens and ones places. If we playing a game
added a 1 infront of the 24, it becomes instead of writing
124. The extended version of that would numbers today.
look like (write this on the table)
100+20+4.
I would like you guys to do some practice
with writing the extended versions of Students share how
numbers. they think you should
Thumbs up if you think that you can write go about putting the
out an extended number for me. If you puzzle together.
think that we need to do another practice
with extending a number just let me know.
(If they want to practice again) Let’s try
writing out the number 72 in extended
form. I will do it with you. (Give them a
minute to attempt it with prompts) It would
look like 70+2.
We have been working really hard with
writing our numbers, recognizing our ones,
tens, and hundreds place values, and
representing them in multiple ways. I think
that it would be fun if we played a little
game instead of writing today. Would you
guys be good with playing a game?
Okay, here is how our game goes. I am
going to give you a pile of puzzle pieces

Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
and I would like you to work together to put
all of the puzzles together. Each of our
puzzles has four pieces to them. They
each have a number written in standard
form, word form, base ten block form, and
expanded form. First we will look for our
standard form. It will be our top left corner
piece. That is the one that just says the
regular number on it. The second form we
will look for is our word form. It connects to
the standard form on right. The third form
will be our expanded form. That attaches
under the word form. Our fourth form will
be the base ten block form. You will find
out very quickly which place that one goes.
Before I dump all of the pieces all over the
table for you guys to do, I would like to do
one with you. (Pull the puzzle pieces out
and place them face up on the table) How
do you think I put the puzzles together? Do
I place all pieces on top of each other?
(Once all students have shared how they
think you should go about putting the
puzzle together) put the puzzle together
and let everyone look at it. Awesome!
1. Who can tell me the first of the Students answer
number forms we will be looking for numbers 1-4.
in our puzzles?
2. Who can tell me the second
number form we will be looking for?
3. Who can tell me the third number
form we will be looking for?
4. Who can tell me the fourth form
that we will be looking for?
Dump the puzzle pieces out on the table Students put the
and let the students put all of the puzzle puzzles together.
pieces together.
I will keep an eye out for any students who
put puzzle pieces together correctly as
well as any students who seem to struggle
with the idea that each puzzle has one of
each number form in it.
Now that you have each taken turns in Students listen to
putting puzzle pieces together, we are your instruction.
going to do some puzzles on our own.
Only this time these puzzles won’t already
have numbers on them. You will have to
take these empty puzzle pieces, choose a
number, and write the standard, word,
base ten, and expanded forms of that
number on each of the puzzle pieces. First
you will do one for me and next you will do
ones that you can have. Each piece only
has one number form on it. For the base

Phase 4 Assessment
Explain plan to check for ability to individually while they are working on their
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure Let’s take a quick look back up at our
a) Restate learning target
b) Explain a planned opportunity “Identify and explain each of our four
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
ten blocks form you will have to draw out
your base ten blocks. Make sure to leave
room for all of the pieces that you need on
that one. If you have a big number than
you will have to draw your pieces smaller
to fit.
Let’s do one together. If I chose the
number 27 I would write that number in
standard form on my first puzzle piece. (do
each of these as you explain them) Next I
would write twenty-seven on my word form
piece. Then I would write 20+7 on my
expanded form piece. And finally I would
draw out two 10 piece blocks and seven 1
piece blocks on my base ten blocks piece.
Once I have done all of those I will have a
completed puzzle of my own. Students make their
Once you have created each puzzle you own puzzles.
will show it to me. If we have time we can
take all of our handmade puzzles and do
the same as we did with our already made
puzzles.
(Give students time to make a few of their
own number form puzzles).
I will check in with each student
puzzles to see if they understand what
they are supposed to do and how they are
supposed to do it.
board and read our learning target again.
number forms to represent a 2 or 3-digit
number.” Students will answer
How do you all think we did with using our how they think they
number forms today?” did in meeting their
Good job with your work today, team! learning target for the
day.
Austin: Austin can move on with 3-digit
numbers.
Noah: Noah can move forward to 4-digit
numbers.
Timothy: Timothy needs more practice
with 3-digit numbers.
Mythri: Mythri needs more practice with 3-
digit numbers.
Oliver: Oliver can move forward with 4-
digit numbers.
Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Sara Medin

Grade & Subject Area: 2nd Grade, Mathematics
Date for Planned Lesson: March 8th, 2018

Lesson Title Place Value – Lesson 4

MN/CC State Standard(s) 2.1.1.2
- direct quote from MN standards Compare and represent whole numbers up to 1000 with an
documents emphasis on place value and equality.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Represent tens or hundreds in a 3-digit number.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Identify and explain to the teacher and peers the thousands,
- concisely says what students will be hundreds, tens, and ones place values within a 4-digit number.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Digit, place value, ones, tens, hundreds, standard form, word
a. Domain-specific Acad vocabulary form, base ten form, extended/expanded form
b. General Academic vocabulary
(words used in school across many b. Recognize, Explain
subject areas)
c. I can use the first number in the sequence to tell me if the
c. Syntax Sentence Frame: Example
number as a whole is a larger or smaller number.
sentence that students can use
to accomplish target d. Students will be given the opportunity to use the Academic
d. Point in lesson where students will Vocabulary in Phase 1, when they are sharing what they
be given opportunity to use remember about place values from the previous lessons. They
Academic Vocabulary (Note: It will also be given the opportunity during Phase 2 when they talk
is important that this appear in about how they should share with others how to figure out what
TPA videotape segments the place values are in a given number.
Needed modifications/supports MK and TS will accomplish the stated target with the added
a. Identify how some form of support of a visual anchor chart
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Whiteboard, whiteboard marker, place value anchor chart, pencil,
math notebook, connector blocks

Lesson Part Activity description / teacher does Students do

Phase 1 Teacher puts up on the board and reads, Students listen to the
State Target & Activate Prior “Students can identify and explain to the teacher read out the
Knowledge teacher and peers the hundreds, tens, and learning target.
a) Post the learning target ones place values within 3-digit numbers.”
Students share what
 statement and indicate whether
the teacher or student(s) will read values and what they look like?”
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry Today we are going to do some more
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated how they figured out which number to write
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
“What can you remember about our place they remember about
the place values and
what you’ve been
working on the last
few days.
Note who shares what they remember and
who looks like they are still confused by
the idea of place values.
practice with our place values and then
take turns explaining place values to each
other how to go about finding the place Students answer the
values in any given number. Everyone will prompts that you give
get a turn to share what he or she knows. them.
Before we share though let’s have a think
about how we should share. Should we
say something like, “place values are
numbers” or should we maybe put in a
little more thought and use more words to
describe what place values are?
I will listen to how the students choose to
explain place values. I will listen for those
who really seem to have a grasp on the
concept and those who just give simple
explanations that don’t really explain
much.
I have heard some wonderful explanations Students will listen to
of what place values are and now I would your explanation of
like to see how you might explain them the task.
using our connecter blocks and numbers.
We will make our hundreds, tens, and Students will put their
ones piles first and then we will write the blocks in the
numbers above the piles. hundreds, tens, and
You will write how many ‘hundreds’ you ones piles and then
have above your hundreds pile, how many write how many
‘tens’ above your tens pile, and how many hundreds, tens, or
‘ones’ above your ones pile. ones they have
Once you have done that, I want you to above their piles.
check with your elbow buddy to see if you
have matching answers. Then give your Students will check
elbow buddy a number and do the same with their elbow
with them and their number. You will have buddies to see if they
to explain to them how you answered the have matching
number that they gave you. answers.
I will listen to each group explain their Students will be
hundreds, tens, and ones piles as well as chatting with their
elbow buddies about
above each pile. their work.
Handout the place value worksheet for Students will
students to work on. complete the

Phase 4 Assessment
Explain plan to check for ability to that they put on their worksheets
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
worksheet that you
give them.
I will look at each of the students answers
Students will give a thumbs up if they feel Students will decide
like they could explain place values to their how confident they
peers, a thumbs in the middle if they are feel in explaining
still kind of unsure, and a thumbs down if place values to
they think that they could still use more others and then give
practice. a thumbs up, thumbs
in middle, or thumbs
Good job with your work today, team! down.
Austin: Austin needs continued practice
with 3-digit numbers and his explanations
of place value.
Mythri: Mythri needs more practice with 3-
digit numbers and her explanation of place
value.
Timothy: Timothy needs more practice
recognizing the place value is 2-digit and
3-digit numbers.
Noah: Noah can move forward with
working on and writing out the place
values in 4-digit numbers.
Oliver: Oliver can move forward with
working on and writing out the place
values in 4-digit and 5-digit numbers.