Lesson Plan

School of Education
The College of New Jersey
1. Title or Topic of the Lesson and Grade Level
Mathematics: Expanded Form and Place Value; 2 nd grade
2. Lesson Essential Question:
How can we understand the different representations of numbers?
3. Standards:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
4.
Learning Objectives

Assessments

SWBAT identify the place values of threedigit numbers which represent amounts of
hundreds, tens, and ones.

Students will play games which involve the

correct identification and application of place
values to the hundreds place.

SWBAT write three-digit numbers in

expanded form.

Students will complete the expanded form

worksheet.
Students will complete an exit ticket.

5. Materials:

Stretchy bands
White board and markers
Expanded form worksheet
Roll It dice game and dice
Expanded form game
Tablets
Reflex Math
Online place value game
Exit ticket

6. Prior Knowledge:
Students have been learning about place value during several lessons. This topic has been difficult for the
majority of the class, requiring many retaught lessons and a lot of practice. The class was recently introduced to
the word form of numbers, practicing how to spell out each number. This lesson intends to build on their prior
knowledge by introducing expanded form and also intends to review and practice place value and addition.
This lesson also serves to build on the knowledge that numbers can be represented in multiple ways.

7. Lesson Beginning:
I will begin the lesson by stretching out a blue, stretchy band. I will have the word "expand" written on it. Each
table will also have an orange band to pass around and stretch out. We will discuss what we are doing to the
band when we pull it. We are stretching it out, making it longer, in other words, expanding the band. I will be
sure to also explain that even though we are making the band look longer, it is still the same band with which
we started.
8. Instructional Plan:

I will pre-teach this lesson to one student who does not speak English in order for her to follow along
during the lesson. I will use both Spanish and English to teach her the concepts. We will complete
several practice problems.
After introducing the word "expanded," I will discuss a problem on the board. I will have written the
number "234" and separately, I will have written 200+30+4. I will ask the class if they think these
expressions are the same or different and to explain why. I will explain that the expression represents
the expanded form of the standard form, 234. I will have each group's leader pass out the expanded
form worksheets. We will go over the first problem on the worksheet together. I will explain that the
expanded form is a way to write numbers by adding the value of its digits, explaining that we stretch out
and expand the standard number (234) by writing the value of each digit and adding them. I will remind
the class what a digit is and that the sum of the addition will give us the number with which we began.
We will go over the second problem together. Then, I will have the students finish the worksheet
individually (numbers 3-5).
Next, we will move into centers. Students will know who is in their group and which centers to which
they are going. I will have printed each student a list of who is in their group as well as the order of
their centers. One group will work with me. We will work together to complete two more examples of
expanded form, explaining our work as we go. Then, this group will use tablets to play a place value
online game. Another group will work in pairs to play a Roll It dice game. Another group will work
with Ms. Estrada to play another expanded form game. The last group will use Reflex Math on the
tablets. After fifteen minutes, I will sound a timer that indicates to the class that they must stop what
they are doing, leave their belongings at their station, and move to their next center. After fifteen
minutes at the next center, I will sound the timer indicating that it is time to return the materials to their
rightful place and to return to our seats. I will allow 1-2 minutes between each transition.

9. Closure:
Once the students have returned to their seats, I will have the group leaders pass out the exit ticket. Once they
finish these tickets, I will collect them in order to assess their understanding (after class). To finish the lesson, I
will ask them to put a thumbs up if they feel good about today's lesson or thumbs down if they think they need a
little more practice. This will also serve to assess their understanding.