LTM/SPE Lesson Plan

NAME: Amber Kordes

Lesson Title: Understanding Place Value

Grade level: 2nd

Stage 1 Desired Results

Standards:
2.NBT 1: Understanding that the three digits of a three- digit number represent amounts of
hundreds, tens, ones.
Essential questions: How does grouping assist
in understanding?

Topical questions:
How do you group a number into tens and
ones?

Student objectives (outcomes):

Students will be able to group a number less than 50 into tens and ones using manipulatives.
Students will be able to identify the number of tens and ones with in a number.
Stage 2 Assessment Evidence
Formative assessment
Summative assessment
Students will be able to analyze the question:
Which is greater, 8 ones or 2 tens? Explain.
Students will be able to apply knowledge to
ones and tens in a practice worksheet.
Stage 3 Learning Plan
Learning Activities/Procedure (include timing):
Introduction: Review (15 min)
Review the concept of Grouping
Have students define the word grouping
Have students make a list of ways that we would be able to group the class. Try a few of these
groupings physically.
Tell students that you would like to now group students in sets of ten. How many groups of ten
does the class think we have?
Have a student move students into group of ten. (Wrap a large robe around the students to show
that they are one formed group of ten) Have students then count the remaining students to
represent ones.
Transition: From this example show students how we have grouped the class into tens and the
leftovers are called ones.

Represent that number in a ones and tens chart on the board similar to the ones they will do in the
activity.
Activity 1 Activity (20 min)
Break students into group of three.
Purpose: Explain to students that we will be practicing to group numbers into tens and ones.
Materials: Each group will be given a set of items to use for counting, a recording sheet with a
party pencil and yarn.
There will be three jobs: ( Write on the board)
The Count: Their job will be to count out the number of items needed for the problem
The Grouper: Their job is to group the item into sets of ten and rope them together.
The Recorder: They will use the party pencil and write the number and represent it in ones and
tens in the recording sheet.
Each student will have a chance to try all the roles.
Have students try the following numbers: 14, 27, 32
Guide groups on when to switch roles and demonstrate answers on the board.
Transition Without using your materials can you tell me what the then and ones would be for
43?
What if you just had the picture? Can you identify the number? Try 12, 22, 23.
Have students clean up materials.
Activity 2 Independent practice (15min)
Have a student pass out the worksheets.
With students work through the problems that are on the worksheet. Using the model from the
activity to draw out the numbers in tens and ones.
Conclusion: Think About It (10 min plus time for worksheet work)
Complete the think about it: Which is greater, 8 ones or 2 tens? Explain.
Have students move on to the back when they have finished the think about it and there is time
remaining.

Academic Language:
Grouping
Ones
Tens
_________________________________________________________
Materials:
Sets of manipulatives
Yarn
Recording Sheet Ones and Tens Map
Text Book Worksheet
Large rope
_____________________________________________________________
Motivation/hook:
Having the ability to eat what we make, making learning fun and tasty.
_____________________________________________________________
Disabilities/Diverse Needs Represented:
_____________________________________________________________
Websites: