CCSU Lesson Plan

Template
Student Teacher: Megan Kelly and Ashley
Grade Level: 2
Tetreault
Lesson Date: TBD

Name of Lesson: Sir Cumference and All the

Kings tens

Common Core State Standard(s)

CCSS.Math.Content.2.NBT.A.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:
CCSS.Math.Content.2.NBT.A.1.a
100 can be thought of as a bundle of ten tens called a "hundred."
CCSS.Math.Content.2.NBT.A.1.b
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).

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes
clear criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.
By the end of this lesson students will be able to group objects or people together through
counting by 10, 100 or 1,000. Students will be able to use manipulatives to represent this
grouping, as well as be able to explain their reasoning behind the grouping and how this can be
related to their lifes (real-world connection).
Rationale for Objective: How does this lesson support previous and subsequent learning?
Previously students have been exposed to the use of ten blocks, ones blocks and hundreds blocks.
Students have only counted up to 100, but now are being asked to count up to 1,000. Students will
be able to understand that each individual number in a three or four digit number has a value. (i.e.
9,999= 9 thousand 9 hundred ninety nine). Each individual number has a great value within that
larger number. Each time a student looks at a big number, they can think of each individual
number as belonging to its own family and that each number is ten times the number to the right.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e.,
essays, projects, quizzes, exit slip, worksheet, etc.). Are there students who will require
an accommodation or modification to this lessons assessment?
Students will be assessed through not only teacher observation but each students ability
to represent each person invited to the party by using the number blocks as well as
drawing on a worksheet. When students write their list of those whom they would like at
their party, they must first represent it by using the manipulatives, and then draw these
groups on a piece of paper 1. For the teacher to collect and review and 2. To help them
when they move from group to group. This way they will not lose track of their data and
it will stay consistent. Students ability to explain their reasoning and their data will also
help the teacher assess how well the students are grasping the concept.
Certain struggling students might need accommodations or modifications. Certain students
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may have to be monitored more closely, especially those with behaviors, to make sure they
are paying attention and not distracting other students. Depending on how the students are
grasping other concepts related to place value, they may need extra support provided by the
teacher or paraprofessional if there is one in the room.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions,
instructional arrangement, etc.). Explain specific needs.
Students will first begin in a read aloud position. This will be on the carpet in the
front of the room, students will be asked to sit in their assigned places on the
carpet and have their listening ears on. During the story, the teachers will be using
the tens, ones and hundreds manipulatives to show students how to represent the
numbers being stated in the book. After the reading, students will be transitioned
back to their seat for independent work, then transition again to group work and
then back to a whole class. Students need to follow the directions of being quiet
and courteous when walking to their seats, they need to follow the expectations
stated by the teacher for independent as well as group work.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning,
inquiry, discussion model). Explain how you will best facilitate student learning through a
specific model of instruction. Be sure to include a rationale for the chosen model(s). You
may use more than one:
During this lesson, students will be taught through direct instruction, cooperative learning,
concept development as well as through a discussion model. Students will be taught explicitly
how to use the manipulatives to represent numbers, they will then have individual time to work
with those manipulatives, they then will share with partners and work with partners to find new
numbers, and then come together as a whole class to share and discuss their findings.
These models were chosen for scaffolding and differentiating instruction purposes. Every student
learns differently, being able to have them work on their own to assess if they understand a
concept helps the teacher, but also the ability to work with a partner or a group allows students to
ask questions in a safe environment with their peers. Giving different opportunities to practice this
and expand their learning and mastery of this is important.
Materials/Resources needed for this lesson
- Tens, ones and hundreds blocks
- Sir Cumference and All the Kings Tens by Cindy Neuschwander
- Pencils
- Crayons, markers and/or colored pencils
- Paper/ coloring worksheets
- White board and markers (for teacher)

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
Students will be assessed not only through kid watching (watching them independently and
interact during discussion time) but through completion of the coloring worksheets they will be
filling out during this time. Through completion of the worksheet, it will show the teachers
whether or not the student is fully grasping the concept, or if they need more emphasis and
explicit instruction
Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
The use of manipulatives during and throughout the lesson is a differentiation. Some
students learn better when they can represent math using manipulatives, all students can
benefit from this but it will work effectively for those who need that extra support.
A student having to represent those they are inviting to the party first using manipulatives
and then drawing them after an adult has checked is another way to differentiate. This
allows students to work slowly, especially for those who become frazzled when there is too
much going on. It also allows for teachers to go around and do a quick observational
assessment of the students progress.
Another is drawing these manipulatives on a piece of paper to carry around. Carrying
objects around the room can be distracting for students, having a simple paper and
manipulatives at each table for students to use will help smooth out transitions and prevent
distraction.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
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Students will first do examples on the board at their own tables using what they
already know about place value. This is a good way to get them warmed up and for the
teachers to see where students are standing going into this lesson and if it is truly time
for them to move on or if they need just one more day.
Students will then be asked to come to the carpet after completion of the warm up
The teachers will begin a discussion and ask students to describe place value, why it is
important for them to learn about place value, etc.
Teachers will also explain expectations to the students so that they understand how
they should be acting and working during this instructional time

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List
the steps/process you will follow. Be sure to identify how you will check for understanding
and collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
- The teacher will begin to read the story, stopping to ask questions as well as stopping
at places with place value to have a class discussion (15-20 minutes)
- The other teacher will be monitoring for listening students and representing the
numbers using the manipulatives
- After the story has been read, students will then listen to directions given by the
teachers. They will be told that they are going to be planning a party, individually
they will make a list of people they would like to come to the party, after they have
completed the list, they must represent each person using the manipulatives. A
teacher must check this before they are asked to color on a worksheet how many
people they will be inviting (5 minutes)
- Students then transition and go back to their seats to work (10-15 minutes)
- After students have successfully colored in their worksheets, the teachers will split up
students into small groups. Each student will be required to take they worksheet with
them to their group meeting
- At this time students will come together, share how many people they are inviting,
and then group everyone on the lists together to form one cohesive group (10-15
minutes)
- Students will also complete an additional worksheet to color in the data from their
small group
- After this, students will be asked to come back up to the carpet and to bring both
worksheets. The teachers will have a worksheet or chart of their own on the board, or
simply use the white board.
- Teachers will go around and ask each group to tell them how many people they will
be inviting
- The teachers will record the amount of each group on the board (5-8 minutes)
- After this the teachers will begin to ask guiding questions about how they can group
all of these people. They will call on students who are raising their hand, sitting
quietly and reinforcing that everyone should be respectful to one another when
sharing as a whole group.
- Teachers will represent this data on either a separate part of the white board, a chart
paper or their own interactive worksheet (15-20 minutes)
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Closure
How will you question students in order to evaluate if the objective(s) was met? How
will you question students to connect this lesson to previous and subsequent lessons as well as
connect to their own lives? How will you question students to see the relevancy of the lesson
by understanding the purpose/importance of the learning?
After students group all the data collected together as a class, teachers will begin to
facilitate a discussion about place value. What did they learn? Was anything difficult? Do they
have any questions? How can they use this? Can this use this for other things besides planning a
party? Completion of the colored in worksheets, group participation and discussion will be how
students are evaluated. If time, teachers should ask students to write down three important things
they learned from this lesson on their worksheet so teachers can evaluate what students thought

was important in this lesson, did they grasp it or not and if this needs to be taught in a different
way or expanded upon.
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Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO
for each group of learners. Identify how each group met the stated criteria in the SLO, including
specific data for each SLO. Based on your analysis what would you continue or change about
your teaching for the next lesson?
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Common Core of Teaching Connection Choose an attribute from an indicator from

Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence
from the lesson supports this?
Choose an attribute that you would like to focus on. What specific evidence from the
lesson supports the need to focus on the specific attribute? Suggest a strategy that you will try
for the next lesson to address this need.
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