2020-2021 L​ESSON​ P​LAN​ T​EMPLATE 

B​ACHELOR​ O
​ F​ A​PPLIED​ S​CIENCE​ I​ N​ T​EACHER​ E​DUCATION 

Teacher Candidate: Patti Baker  Grade-Level/Content Area: 2nd grade/math 

Estimated Time for Lesson: 30 minutes   
Date: December 1, 2020 
 

Lesson Title: Numbers In Base 10 

 

Learning Targets and Aligned State Learning Standard(s): 

Clearly state what you expect the students to know and be able to do as a result of this lesson. Ensure the learning targets are 
measurable. What will the students learn by the end of the lesson? 
Identify 1 or 2 L​ earning Standards​ from content area (Include the number and text of the standard. If only a portion is being 
addressed, then only list the relevant parts). 
State  2.NBT.A.1: Understand that the three digits of a three-digit number represents amounts of 
Standard(s):  hundreds, tens, and ones. 
a. 100 can be thought of as a bundle of ten tens-called a “hundred.” 
ELP.2-3.5: Conduct research and evaluate and communicate findings to answer questions or 
solve problems. 
Learning  I can make sense of problems and persevere in solving them. 
Targets:  I can mentally add or subtract 10 or 100 from a given number between 100-900. 

Lesson Launch/ Tapping into  

List prior knowledge and/or information will students need to know in order to be successful with this lesson.​ U
​ se knowledge of 
students’ academic, social, and cultural characteristics. How will you tap into prior learning knowledge, personal, cultural or 
community assets? How will you elicit and promote student thinking as a way to get students to connect to their prior 
knowledge?  
Prior  Students understand the place of a digit determines its value. Students can count on from a 
Knowledge:  number ending at any number up to 120. Students recognize patterns on a hundreds chart. 
For example: All of the numbers in a column have the same digit in the ones place. All of the 
numbers in a row have the same digit in the tens place. The number that follows a given 
number is 1 more than, and a number that precedes a given number is one less than. 
Students can read and write numerals to 120. 

 
Instructional & Learning Materials 
List materials or resources required for both teacher and/or student to access both prior, during and/or after the lesson. Please 
include related technology. 

Teacher Materials & Resources  Student Materials & Resources 

List of vocabulary words & learning targets  Place value chart 

Anchor chart showing the relationship  Pencil 
between base 10 blocks and straws used in 
the lesson. 
Place value house. 
Box of straws/rubber bands 
 White board and marker 
summative assessment worksheet 
 
Assessments: ​I will be checking for understanding by asking pointed questions and watching them 
use the manipulatives to build numbers. 
Describe the assessment(s) that will be used to measure the learning targets. What can you ask students to do that will inform 
​ ummative (Formal): What evidence will you collect 
your next instructional step (e.g. follow up problem, reflection question)?​ S
and how will it document student learning/mastery of lesson objective(s)? 
Summative:  After the lesson, students will complete a worksheet that will demonstrate their ability to 
mentally add and subtract 10 and 100 from 2 given numbers. 
 

Accommodations/Modifications 
Identify differentiated instructional modifications or accommodations to meet the needs of all learners. Include differentiated 
instruction for students w/ 504s, IEPs, English Language Learners (ELL), extensions/enrichments for gifted or advanced students, 
​ ow will you adapt the instruction to meet the needs of individual 
and/or students who are struggling or underperforming.​ H
students? 
Differentiation:  Cultural support: ​ using straws in addition to base ten blocks.  
Place value chart is in English and Spanish. Hands on expectations will be demonstrated. 
Support vocabulary​: Anchor chart. Review vocabulary words before lesson using 
manipulatives and their place value chart to help define meaning of vocabulary. 
Support participation and behaviors:​ This is a hands on activity. Students are expected 
to bundle straws and secure them with a rubber band to make units of 10 and one unit of 
100.  
Prior to lesson, remind students that we have a lot of learning to do in a short amount of 
time.  

Lesson Body  
Lesson Sequence  
Break down how you will teach/ facilitate the lesson and instructional tasks by sequence of learning activities. Include the related 
rationale, theoretical reasoning, and essential questions within the sequence. How you will teach & facilitate the actual lesson. Be 
sure to include assessments (progress monitoring), differentiation, language demands/function, etc. Formative (Informal): How will 
students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback? 
Minutes  What will the teacher be doing?  Formative Assessment/  What will the 
  Teacher Questioning  student be doing? 

3  Introduce students to the learning  After showing the students the  listening.  
targets, and give definitions of  place value house and reviewing 
  explain the rules of 
vocabulary words: unit and digit. the rules, ask them to explain the 
the place value 
    rules to you. 
house. 
3  Show students the place value house  (Refer to vocabulary words with 
Build one ten unit, 
  and review the rules of the place  definition and pictures if needed) 
and place it on the 
value house
  Watch students build one ten unit,  place value chart, 
 
and correctly answer how many  along with the ones 
  ones are left.  that left. 
 

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   Demonstrate how the straws are like  Write the number 123 on the  Add nine straws to 
the base 10 blocks and make a unit  white board. Ask what number is  the ones place and 
2 
of 10 for them to see.  in the ones, tens, hundreds place.  regroup.  
 
Give each student 14 straws and ask  Ask students to explain  Build the number 123 
5  them to make one 10 unit  regrouping when adding 9 straws  with straws.   
  to the 4 in the ones place. 
Ask students to add 9 straws in the  Complete worksheet 
  ones place. Ask how many straws 
 
are in the ones place. 
 
5  Ask students to build the number 
123 with straws.
 
 
  Ask students to place the straws and 
  straw bundles on their place value 
chart.
 
  Review the rules of the place value 
house. Ask students to demonstrate 
10 
how to have only one digit in the 
  ones. Check for understanding and 
  answer questions

  May need to model grouping 10 

  straws and moving the bundle to the 
tens place. 
 
 
2 
Give summative assessment 

         
   

Lesson Closure / Debrief:  

How will you wrap up the lesson and give students the opportunity to demonstrate their understanding of the learning target? 

 
The lesson will be over once they build the number 123. I will ask them what is 10 more and 10 less. At this 
time review the learning target and ask them if they met the target. 

 
 

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